To explore the effect of web problem-based learning in electrocardiography (ECG) teaching.

100 clinical medical students from Grade 2014 were randomly selected and divided into two groups, with 50 in each. The control group received traditional methods in ECG teaching, while the WPBL teaching method was conducted in experimental group. The effect of ECG teaching in two groups were evaluated and analyzed by test scores and questionnaire survey. Continuous variables were expressed as mean ± standard deviation and were compared by t-test. Categorical variables were expressed as counts and percentages. Counting data were test by Chi-square.

Comparing with control group, students in the experimental group performed better on independent learning capability, interesting of learning ECG, ability to analyze and solve problems, team cooperation, self-presentation and presentation skills (P<0.05). The average experimental score in experimental group was higher than that in control group [(32.91±3.56) vs. (27.38±4.63), P<0.05]. There were no significant differences of theoretical scores between the two groups [(54.16±3.87) vs. (52.84±4.56), P>0.05].

WPBL teaching could improve medical students' interest in electrocardiogram learning and cultivates their ability of active learning and problem solving, which is worthy of promotion.

Problem-based learning; Electrocardiography teaching