A Comparative Study of Case-Based Learning (CBL) Versus the Traditional Teaching Method for Enhanced Analysis and Interpretation of Electrocardiogram (ECG) Among Medical Students

Background and objective Learning electrocardiogram (ECG) analysis and interpretation is essential for medical students, but traditional didactic learning (TDL) methods often fall short. This study explores case-based learning (CBL), which immerses students in real-world scenarios and compares its effectiveness to traditional methods for enhancing ECG skills among medical students. Materials and methods This prospective educational interventional study included the phase III part II Bachelor of Medicine and Bachelor of Surgery (MBBS) students conducted from February 2024 to October 2024 at C. U. Shah Medical College, Surendranagar, India. After obtaining ethical approval, students were divided into two equal groups using simple random sampling. In the first session, Group A was taught ECG rhythm abnormalities via CBL, while Group B was taught via TDL. In the second session, Group A was taught ECG waveform abnormalities via TDL, while Group B was taught CBL. Pre- and post-assessment multiple-choice question (MCQ) tests were conducted, along with student and faculty feedback collected using a five-point Likert scale to compare CBL and TDL. Results Statistical analysis shows higher immediate post-test scores with CBL than TDL, supported by highly significant p-values. The students who have taught with CBL have retained significantly higher ECG competence, supported by higher mean scores in delayed assessment tests than those who taught TDL. Both students and teachers perceive CBL positively, indicating it enhances academic performance and is well-received. Conclusion CBL is significantly more effective than TDL in improving the understanding of rhythm and waveform ECG abnormalities. Incorporating CBL into medical education is recommended to enhance learning outcomes, especially in complex areas like rhythm and waveform ECG abnormalities.