Abstract
Despite advances in electronic teaching methods, medical trainee performance on ECG interpretation remains suboptimal. Robust evidence-based ECG teaching strategies are lacking. Prior education literature suggests that self-generation of diagnoses is more effective than multiple choice in practicing learned skills, where self-generated items are remembered better than items provided in a list. In this study, we examine the effect of self-generation on learning ECG interpretation skills by comparing it to the standard practice of using multiple choice questions.
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