Peers teaching a didactic strategy for the learning of basic electrocardiography

Abstract

The teaching of electrocardiography is an area of great importance in the training of undergraduate students, for teachers it is a constant concern that doctors in training acquire the skills to read and interpret the electrocardiogram (ECG). The present study describes and investigates how the didactic strategy of peer teaching improves the learning processes of second year medical students. Evidence was found that peer teaching favour significant learning of cardiac physiology and electrocardiogram, in particular; because it allows the acquisition of abilities and skills to the students in the reading of the ECG and improves the understanding and interpretation. In addition, it encourage horizontal relationships between peers and motivate the development of autonomy, self-learning and teamwork.