{"database":"biostudies-literature","file_versions":[],"scores":null,"additional":{"omics_type":["Unknown"],"volume":["23(1)"],"submitter":["Olvet DM"],"funding":["Teaching and Learning Enhancements with New Technology","Miriam and David Academy of Clinical and Educational Scholars"],"pubmed_abstract":["<h4>Background</h4>Medical students are expected to be competent in interpreting electrocardiograms (ECGs) by the time they graduate, but many are unable to master this skill. Studies suggest that e-modules are an effective way to teach ECG interpretation, however they are typically evaluated for use during clinical clerkships. We sought to determine if an e-module could replace a didactic lecture to teach ECG interpretation during a preclinical cardiology course.<h4>Methods</h4>We developed an asynchronous, interactive e-module that consisted of narrated videos, pop-up questions and quizzes with feedback. Participants were first year medical students who were either taught ECG interpretation during a 2-hour didactic lecture (control group) or were given unlimited access to the e-module (e"],"journal":["BMC medical education"],"pagination":["360"],"full_dataset_link":["https://www.ebi.ac.uk/biostudies/studies/S-EPMC10201768"],"repository":["biostudies-literature"],"pubmed_title":["Comparing the effectiveness of asynchronous e-modules and didactic lectures to teach electrocardiogram interpretation to first year US medical students."],"pmcid":["PMC10201768"],"pubmed_authors":["Sadigh K","Olvet DM"],"additional_accession":[]},"is_claimable":false,"name":"Comparing the effectiveness of asynchronous e-modules and didactic lectures to teach electrocardiogram interpretation to first year US medical students.","description":"<h4>Background</h4>Medical students are expected to be competent in interpreting electrocardiograms (ECGs) by the time they graduate, but many are unable to master this skill. Studies suggest that e-modules are an effective way to teach ECG interpretation, however they are typically evaluated for use during clinical clerkships. We sought to determine if an e-module could replace a didactic lecture to teach ECG interpretation during a preclinical cardiology course.<h4>Methods</h4>We developed an asynchronous, interactive e-module that consisted of narrated videos, pop-up questions and quizzes with feedback. Participants were first year medical students who were either taught ECG interpretation during a 2-hour didactic lecture (control group) or were given unlimited access to the e-module (e","dates":{"release":"2023-01-01T00:00:00Z","publication":"2023 May","modification":"2025-04-04T10:27:43.528Z","creation":"2025-04-04T10:27:43.528Z"},"accession":"S-EPMC10201768","cross_references":{"pubmed":["37217893"],"doi":["10.1186/s12909-023-04338-6"]}}