To explore the teaching effect of integrated teaching strategy in the experimental course of electrocardiogram (ECG) for medical undergraduates.

A total of 63 clinical medicine five-year students in grade 2016 from the third Affiliated Hospital of Sun Yat-sen University were enrolled in this study. Students were randomly divided into two groups, including traditional teaching group (n=30) and reformatory teaching group (n=33). The test scores of ECG and feedbacks from students were compared between the two groups.

The ECG interpretation scores and total scores of the reformatory teaching group were [(82.93±4.71) points] and [(82.74±4.40) points], respectively, which were significantly higher than those of the traditional teaching group [(78.24±6.28)points, (80.23±4.72)points] (t=4.71, 2.52, all P<0.05). The satisfaction of the students in the reformatory teaching group were significantly higher than those of the traditional teaching group in stimulating learning interest [(90.91%, 30/33), (66.70%, 20/30)], improving ECG analysis ability [(87.88%, 29/33), (60.00%, 18/30)], improving the ability of clinical operation [(84.85%, 28/33), (56.67%, 17/30)], improving autonomous learning ability [(84.85%, 28/33), (60.00%, 18/30)], satisfaction of teaching content [(87.88%, 29/33), (60.00%, 18/30)] and satisfaction of teaching form [(87.88%, 29/33), (56.67%, 17/30)], and the differences were statistically significant (χ²=5.64, 6.45, 6.12, 4.93, 6.45, 6.90, all P<0.05).

Integrated teaching strategy in the ECG experiment course can significantly improve the students′ ECG examination results, improve ECG analysis ability and stimulate the interest in learning. It has achieved better teaching effect and is worth promoting.