Impact of E-learning for teaching electrocardiography. A comparative study of asynchronous and synchronous groups

The assessments were based on electrocardiograms of real patients. For the qualitative analysis, in-depth semi-structured interviews were conducted to provide other insights into the development of competencies and meaningful learning during and after the course. The courses were designed based on the cognitive load theory for multimedia learning and didactic transposition as the basis for implementing didactic strategies.

Results The results indicate a positive impact on the teaching of electrocardiography, with students developing competencies for reading and interpreting electrocardiograms and meaningful learning. There were statistically significant differences (Student's t-test; p≤0.0001) between the pre and post-test exams for both modalities, but no differences between synchronous and asynchronous learning (p≥0.579). This suggests that both modalities positively impact the teaching of electrocardiography.

Similarly, the qualitative analyses show that participants report the development of assurance and confidence, as well as the consolidation of knowledge and greater responsibility when handling the electrocardiograms of real patients. This concurs with the quantitative analyses.