Fig. 4From: Comparing the effectiveness of asynchronous e-modules and didactic lectures to teach electrocardiogram interpretation to first year US medical studentsPercent of students who reported using various resources to learn ECG interpretation at each time-point in the control (top) and e-module groups (bottom). At the post-course time-point, the control group used other course materials more often than the e-module group (p < 0.001) and the e-module group used online resources more often than the control group (p = 0.02)Back to article page