Effectiveness of blended learning versus lectures alone on ECG analysis and interpretation by medical students

BMC Medical Education

Table 3 The effect of blended learning versus conventional teaching on diagnostic uncertainty and accuracy

	Conventional teaching (n = 67)	Blended learning (n = 64)
Diagnostic uncertainty ^a
Pre-intervention test	415 / 1876 (22.1%)	492 / 1792 (27.5%)
Immediate post-intervention test	133 / 1876 (7.1%)	69 / 1792 (3.9%)
Delayed post-intervention test	121 / 1876 (6.4%)	120 / 1792 (6.7%)
Diagnostic accuracy for items for which there was diagnostic uncertainty in the pre-intervention test
Immediate post-intervention test	168 / 415 (40.5%) ^b	360 / 492 (73.2%) ^c
Delayed post-intervention test	113 / 415 (27.2%) ^b	251 / 492 (51.0%) ^c

^aDiagnostic uncertainty was calculated as the percentage of “I do not know the answer” responses that were selected by each cohort in the 28 item ECG competence tests
^bBased on the 415 responses for which participants in the conventional teaching cohort (N = 67) selected “I do not know the answer” in the pre-intervention ECG competence test
^cBased on the 492 responses for which participants in the blended learning cohort (N = 64) selected “I do not know the answer” in the pre-intervention ECG competence test

ISSN: 1472-6920