Abstract
Learners are the core of any education process, wherein they should be exposed to meaningful activities. Examples of such activities are simulations, which engage learners and reframe their understanding of practice by enabling the simultaneous exercise of “doing” and “thinking.” Simulation is particularly useful in electrocardiogram (ECG) interpretation as this is considered a difficult and complex topic. This prospective randomized controlled study was conducted to determine the effectiveness of simulation in promoting ECG learning by students. Sixty-four students were randomly assigned to groups exposed to traditional teaching (control) and a computer-based simulation (intervention). All the students were administered pre- and post-tests that required them to analyze 20 ECG strips. The analysis of the independent sample t-tests showed a significant difference in the means of the post-test scores between the intervention and control groups, t(37.47) = –9.628, two-tailed p = .000.Teaching ECG interpretation using a computer-based simulation was a successful experience.
Published Version
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