ArticleCJC open2026
Daily Quiz-Based Microlearning Program to Support Electrocardiogram Interpretation Training for Medical Students: A Feasibility Study.
Article in CJC open, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed.
- ABCD Framework-Based Stratified Analysis of ECG Interpretation Among Chinese Internal Medicine Residents: A Cross-Sectional Study.Advances in medical education and practice · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: Electrocardiogram (ECG) interpretation is a critical skill for medical students that requires regular practice to achieve competency. Microlearning is an emerging pedagogical trend that offers students repetitive, short, and focused e-learning sessions. This study aimed to assess the feasibility of a 6-week, daily, digital ECG training program based on microlearning principles among undergraduate medical students. Methods: We conducted a bicentric noncontrolled pilot study. Volunteer medical students received a daily (from Monday to Friday) ECG quiz via commonly used digital platforms, followed by immediate feedback, for 6 weeks. The primary endpoint was the daily participation rate. Skill improvement was evaluated through a baseline test and a final test (20 questions, score ranging from 0-20). Student satisfaction and self-assessment of progression were measured. Results: A total of 47 students were included. The median daily participation rate was high, at 80.9% (iinterquartile range 73.9-86.2), but it tended to decrease over time (weeks 1-2, 87.2%; weeks 3-4, 81.2%; weeks 5-6, 70.2%). A comparison of baseline and final test scores showed a significant improvement, of 1.1 points (95% confidence interval 0.15-2.1; Conclusions: Daily quiz-based microlearning is a feasible method to support ECG training, with high initial adherence. Future controlled studies are required to evaluate the impact of integrating this approach with traditional teaching methods and assess its long-term efficacy and sustainability.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the Socratic graph.