Google Sites as an innovative e-learning tool for methodical electrocardiogram interpretation: a randomized study among pre-graduate students at the Faculty of Medicine of Tunis.

Abstract

Introduction-Aim: At the Faculty of Medicine of Tunis (FMT), several active learning methods are employed to teach electrocardiogram (ECG) interpretation to first year second-cycle medical students (tutorial sessions, ECG portfolio, clinical learning...). However, these approaches remain insufficient and are often dependent on learner’s motivation and tutor’s availability. This study aimed to evaluate the pedagogical value of a Google Sites platform as a complementary tool, alongside the conventional methods implemented by the FMT, for methodical ECG learning.

Methods: we conducted an open-label, single-center, cluster-randomized study involvingfirstyear second-cycle medical students completing their cardiology rotation at a university hospital of Tunis. Two parallel groups were compared: one had access to Google Sites designed for methodical ECG interpretation “Google Sites (+)”, while the other followed conventional methods, “Google Sites (-)”. The primary outcome was the score out of 20 on a post-rotation evaluation test, aligned with Level 2b of the modified Kirkpatrick model.

Results: A total of 46 students were included. The median number of ECGs interpreted on Google Sites was 28 (IQR:26–30). The mean evaluation score was 14.0±1.7 in the "Google Sites (+)" group and 9.3±2.7 in the "Google Sites (−)" group (p=9.10⁻⁹). The mean score difference between groups was 4.7±0.7 (p=9.10⁻⁹; 95%CI [3.4–6.0]).

Conclusions:Google Sites offers flexibility, interactivity, and rich content support for ECG interpretation learning. We recommend the use of Google Sites as a central learning support tool, complementing tutorial sessions for direct supervision and the ECG portfolio for individualized progress monitoring.