Impacto de la tutoría por pares en el aprendizaje de electrocardiografía en estudiantes de Medicina: un estudio mixto

Abstract

Introduction

In Colombia, ischemic heart disease is the leading cause of mortality. The electrocardiogram (ECG) is a non-invasive and highly efficient diagnostic tool. However, its teaching continues to be a major challenge in medical education due to its interpretative complexity. This study explores the impact of peer tutoring as a pedagogical strategy to measure its short- and medium-term effectiveness in ECG learning among medical students.

Material and methods

A mixed-methods study was conducted with a longitudinal quantitative component and complementary qualitative analysis, involving two cohorts of third-semester medical students (2022–1 and 2022–2) from the University of Antioquia (n = 45). Three written tests were applied (pretest, posttest 1, and posttest 2), analyzed using Student's t-tests for paired and independent samples. The qualitative analysis was based on grounded theory and semi-structured interviews.

Results

A significant improvement in academic performance was observed after the intervention, with statistically significant differences between the pretest and posttest 1 (G1: p < 0.01; G2: p < 0.001). No significant differences were found between posttest 1 and posttest 2 (p = 0.097), suggesting knowledge retention over time. The qualitative analysis revealed categories such as meaningful learning, tutor skills and characteristics, tutoring environment, and positive emotions, which reinforced the pedagogical experience.

Conclusion

Peer tutoring proved to be an effective strategy for teaching ECG, with positive effects in both the short and medium term. Students improved their academic performance and reported a more meaningful learning experience.