E-learning and meaningful learning for teaching electrocardiography in a pandemic: A comparative study of asynchronous and synchronous groups .
In this repository you will find the extended report of the investigation. Some data in excel of analysis that we carry out, questions from the surveys and design course. Introduction of article The interpretation and accurate reading of electrocardiograms is essential for the diagnosis and management of cardiovascular diseases, which are the leading cause of death globally. The objective of this study was to determine the impact of synchronous and asynchronous virtual teaching of electrocardiography on two groups of final-year medical students. Methodology A mixed method study was conducted. The impact of teaching was quantified by comparing the results of pretests at the beginning of the course, posttest 1 at the end of the course, and posttest 2 four months later. 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.
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Methodology A mixed method study was conducted. The quantitative design was based on a comparative analysis of two groups, one in the asynchronous modality and the other in the synchronous modality. Both had an initial diagnostic test (pretest), a final test (posttest 1), and another test four months later (posttest 2). The comparative statistical analyses were performed with the Student's t-test for dependent and independent samples for a quantitative assessment of the impact of the course on learning. The qualitative analysis was performed following the grounded theory method. The data were obtained through semi-structured interviews and analyzed using MAXQDA 2020 analytics pro. The quantitative and qualitative results were compared via data triangulation with the qualitative research.