coursework vs exams

All Exams should be replaced with Coursework

Prabhat Jairam

The use of assessment by Coursework in several countries has increased over the last few years. Students prefer to be assessed either by Coursework or by a mixture of Coursework rather than by examinations alone. While exams tend to make children work hard, that requires memorizing information. Sometimes, students don’t even understand what they are learning as they are just busy with rote learning. Besides, assessment by a mixture of Coursework and examinations tends to yield higher marks than by examinations alone.

The increased adoption of Coursework has contributed to an increase over time in the marks on student modules and the proportion of good degrees across various programs. Assessment through Coursework appears to attenuate the negative effect of class size on learner attainment. The dissimilarity between examination marks and coursework marks tends to be greater in some disciplines than others. Still, it appears similar in girls and boys and students from different ethnic groups.

In this blog post, you will see how the increased use of assessment by Coursework has become more demanding.

What is Coursework?

Coursework is work performed by students for learning. It is intended to demonstrate comprehension of what has been taught in the classroom. Coursework is basically a practical work or study done by the children in partial fulfillment of training. The nature of work reflects a student’s academic performance and skill level. Moreover, it encompasses various activities, including research, experimentation, practice, and writing.

Benefits of Coursework

Coursework provides opportunities to students for knowledge to be fairly assessed. It permits children to improve their integrated skills and encourages them to discuss different topics. The main purpose of Coursework is to enhance research skills, broaden knowledge, and demonstrate to students how to construct practical outcomes from learned theoretical understanding. There are plenty of benefits of Coursework, such as follows:

• Coursework enables students to gain flexibility and express themselves in a highly-qualified way.
• It improves their social skills, encouraging them to work in groups, and allowing students to express their views and opinions.
• With Coursework, learners can achieve successful performance by building their knowledge and active learning capabilities.
• The work gives each student an equal and fair chance to prove themselves.
• During Coursework, children are low-stress, making them more creative and better time managers.

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Why are assessments better than exams?

Children are more focused on finding the answers to particular questions they have received for the exam and don’t explore the course material to the extent. Assessments are more relevant than traditional exams in this latest remote learning environment.

• Improves the relationship between the educator and the student.
• Enhances confidence and self-esteem among learners.
• Develops classroom culture and learning environments.
• Boost attainment and achievement level of students.

Reasons for Replacing Exams with Coursework

Exams should be replaced with Coursework. Due to exams, many people think studies are stressful and useless. While in the grading form of assessment, the students pay more attention and pay more sincerity. Here are the reasons why exams should be replaced with Coursework.

1. No Exam Stress

Exams are always hectic and stressful. It is a common cause of anxiety as students become nervous and depressed right before their exams. Too much exam stress can cause children to perform poorly on tests. But that’s not the case with coursework assessments. It is a pretty much better way to preserve student mental stability.

2. No Time Limit

Coursework doesn’t have any time limit. Besides, students have deadlines by which they have to complete their given tasks. For example, if students are asked to write an article and given a three-week time. They can write it when they want to, not when they have to, as they are given a certain time limit. Three weeks sounds so much better than a crammed three-hour exam limit.

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3. All Resources are at Fingertips

Unlike examinations, Coursework is not just a memory test. Rather, it allows students to produce work that represents their intellectual thinking, not their goldfish memory. This makes Coursework less hectic as children have all the resources they need in front of them. They don’t need to panic about remembering burdensome topics.

4. Students can get help from their Classmates

When all of us are done with our exams, the first thing we talk about is, “How was your exam?” We speak to our friends and classmates about the typical questions and discuss their answers with them. But during an exam, nobody can ask a single question to anyone. On the contrary, Coursework eases this problem. Students can get all the help from friends when they want and what they want.

5. Coursework can be tweaked for some time

Ninety minutes into an exam, children can’t decide if they would like to attempt a question and answer a different one instead. With Coursework, students can change their minds, which is quite encouraging.

The Final Review

If children work hard consistently and somehow do not cram at the end of the year, they are likely to display their skills and abilities during a year and not in one examination only. Therefore, coursework assessment is essential as it plays a vital role in reducing stress and anxiety in student life. The assessment method motivates instructors to view students’ full capabilities and potential, enabling them to get better results.

In conclusion, Coursework is the most suitable way to assess learners in today’s era. Since it bestows many advantages, providing opportunities for children to be adequately assessed and making them reach higher grades, it is the best way to assess students’ overall academic performance.

Written by Prabhat Jairam

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•    The Preferable Option: Coursework vs Exams

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• The Preferable Option: Coursework vs Exams
• Chloe Daniel
• Published On: July 13 ,2024

Coursework and exams are two assessment modules taken by teachers to grade a student’s progress at the end of the term. Some students who hate exams go for options that involve detailed coursework assessments. Whereas the ones who do not like yearly project-based assessments, choose subjects that offer exam-based assessments. 

But is there a definite answer as to which one is the easier and more preferable option? Well, the opinions differ from person to person.

We will discuss here the nitty-gritty of coursework and exams and describe how these two benefit students separately. 

What is Coursework?

Coursework is practical work assigned to university students to express their thoughts on a specific topic. It's part of their studies and is given by professors or instructors. University coursework can include tasks like writing articles, essays, reports, and dissertations.

It is a learning activity that allows students to showcase their work and share their ideas on a subject matter. It encourages students to engage with their professors. Doing coursework helps students practice different academic tasks, helping them think critically and become smarter. They can also use essay writing services to enhance their writing abilities.

Year-End Exams

A year-end exam is a final test that usually happens at the end of the school or college year. It's meant to see how much a student knows and understands from everything they learned throughout the year.

These exams cover all the subjects studied over the year and can have different kinds of formats, like multiple choice, essays, or short answers. Their length and content depend on the institution and the subject they’re studying.

Year-end exams are super important because they affect a student's grades. That's why it's a good idea for students to study regularly throughout the year and prepare for these exams thoughtfully.

Read More: Types of Assessment in Education

Popular Choice Among Students

According to research, the top choice among students is coursework. They think coursework is easier because of how it's structured. Maybe because you work on it all year long and have lots of help available throughout the year.

With coursework, there's less pressure at the end of the year because you've been working on it in small steps. Your grade is based on the effort and hard work you put forward. For example, in GCSE or A-Level, you might have to write a long essay or do a project and you will be graded because of that.

Students find this easier because they have time to research and edit their work. This lets them produce the best quality of work without having to worry about last-minute preparation and exam stress. 

Pros of Coursework over Exams

Coursework and Exams are both important aspects of education. Research shows that combining these two results in a 12% increase in average student grades. Still, a majority of students prefer coursework over exams for various reasons.

1. Coursework is Relaxing

Exams can be stressful for students, whereas there’s no anxiety hanging around coursework. Though it also has its deadlines, the environment in which students work is easy and flexible. 

Exam stress is a real phenomenon that makes students ask multiple questions like "Have I studied enough?" and "What if I can't remember anything?" causing worry. This anxiety can make it hard for students to relax or eat properly. There are multiple things students will have to do to cope with exam stress.

On the other hand, coursework, if planned well, can be relatively stress-free. It allows students to build their work gradually, receive feedback, and express their creativity. There’s no added pressure to memorize things and cram concepts you don’t understand.

2. No Time-limit

Students often cram the entire syllabus during exam time, leading to stress and forgetfulness. Fear of failure and memory lapses can affect their focus. The worst thing is when you haven’t studied the whole year, the last few weeks and days can be awful for you because the syllabus left will be more than your capacity to retain information.

In contrast, coursework allows students to thoroughly research their topics and refer to their work at any time. This flexibility helps students minimize errors and improve their work. The no-time limit also allows students to work to their full potential, leaving no stone unturned.

3. Proper Planning 

Exams come with time constraints, forcing students to decide which questions to answer quickly and leaving little room for revisions. Less organized people will sit there worrying about the syllabus without proper planning. You will need more time to revise easy concepts and learn new ones. 

Conversely, coursework provides ample time for research and planning. Students can explore their topics in depth, make changes, and innovate as they work on their projects. Some students take time before starting something. Exams don't provide that opportunity; it’s a quick process where presence of mind is necessary. With coursework, that anxiety is reduced and replaced with quality work.

Learn Better: How Can You Learn Without Forgetting?

4. Assistance Available

During exams, students have no assistance and cannot seek clarification from their professors. You can try all you want, but you won't be allowed to ask for help. Asking questions during exams comes under cheating — which isn't permissible.

In contrast, coursework allows for discussions and detailed guidance. Students can collaborate with peers, seek help from coursework writing services, and receive feedback to improve their work. Professors are there to guide students throughout the year, and their input can greatly enhance the projects.

5. Abundance of Resources 

Exams often restrict students from using external resources, relying solely on their knowledge, which, too, is retained after continuous cramming. Even if they want to, students cannot think outside the box in the limited time available. While they’re prepping for their exams, taking help from additional resources seems far-fetched, considering time constraints and stress.

In contrast, coursework offers access to a wealth of resources. Students can conduct extensive research, engage in discussions, and utilize various materials to enhance their assignments. Additionally, professional essay writing services can provide further assistance by proofreading and editing coursework essays.

The Downside of Coursework

While coursework has been a popular choice among students with its pros, there are some cons of it as well. 

Requires Too Much Time: One major downside of coursework is the significant time commitment it requires. To some students, coursework always feels like a burden because it consumes so much of their time.

Initially, the task of writing a long essay, say around 2000-3000 words, seems manageable. However, the extensive research needed and the subsequent editing and review process add up to a considerable amount of time.

Extensive Attention Without Assistance: Unlike exams that are typically completed within a short timeframe, coursework demands ongoing attention and refinement. It demands constant revision and rephrasing to make sure of a professional and high-quality outcome. 

While teachers can offer some guidance, coursework is designed to be an independent project, limiting the extent of their support. This independent nature can be challenging for students who are used to receiving more help from their teachers.

Plagiarism: Additionally, there's a heightened risk associated with coursework: plagiarism. Any instance of copying content from other sources can result in disqualification of the coursework. Thus, students should be vigilant about their writing and avoid direct copying from external sources. This risk factor adds an element of uncertainty to the assessment process.

Need Proper Citation: While students are allowed to use online resources for research purposes, proper referencing is important. Referencing is a complex and mind-numbing task when you are working on assignments. Carefully catering to APA, Harvard, MLA, or ACS requires extra attention to detail and sleepless nights. This skill can be challenging for students and they might think of dropping coursework altogether.

Why Some Students Like Exams?

There are always two sides to coins and that’s why there are always people who prefer exams over coursework. No wonder exams also have some pros, but a majority of students dread them because of the accompanying anxiety. 

Choosing coursework or exams is solely a student’s choice. So, here are some pros of exams so you can make an informed decision.

Instant Results: Exams offer the advantage of quick completion compared to coursework. Unlike the prolonged process of working on coursework over weeks, exams are typically completed within a few hours. Students simply need to stay in the exam hall for the designated duration, and it's done. You don’t have to go through the slow period of turmoil waiting to write the perfect assignment.

No Cheating: Another advantage of exams is the reduced opportunity for cheating. Unlike coursework, where instances of plagiarism or unfair assistance may occur, exams typically rely on the student's effort. This helps maintain fairness in the assessment process, as it ensures that each student's performance is based on their knowledge and skills.

Fair Evaluation: While exams may not necessarily be easier than coursework, their emphasis on individual effort contributes to a fairer evaluation process. This fairness has led to a decrease in the inclusion of coursework in many GCSEs, reflecting a shift towards exam-based assessments.

Students need to study properly throughout the year to prepare for the year-end exams. Some students prefer getting certified help from online tutors to upgrade their preparation and score well in exams.

Relevant reading: How Can You Extract Important Points in Text?

The Final Decision

Deciding upon exams or coursework and coming to a conclusion about which one is easier depends on your individual preferences and strengths. The pros and cons discussed in this blog can help you determine which assessment method suits you best.

If you can work under pressure and prefer being evaluated all at once rather than the slow and gradual poison of coursework, exams might be a preferable choice for you. However, if you feel overwhelmed by pressure and prefer having ample time to research and create your work, coursework might be a better fit for you. 

Despite this, exams remain a significant part of many courses, so it's important to develop strategies to handle them effectively!

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Rethinking educational assessments: the matrimony of exams and coursework

Standardised tests have been cemented in education systems across the globe, but whether or not they are a better assessment of students’ ability compared to coursework still divides opinions.

Proponents of exam assessments argue that despite being stressful, exams are beneficial for many reasons, such as:

• Provides motivation to study;
• Results are a good measure of the student’s work and understanding (and not anyone else’s); and
• They are a fair way of assessing students’ knowledge of a topic and encourage thinking in answering questions that everyone else is also taking.

But the latter may not be entirely true. A  Stanford study says question format can impact how boys and girls score on standardised tests. Researchers found that girls perform better on standardised tests that have more open-ended questions, while boys score higher when the tests include more multiple-choice questions.

Meanwhile, The Hechinger Report notes that assessments, when designed properly, can support, not just measure, student learning, building their skills and granting them the feedback they need.

“Assessments create feedback for teachers and students alike, and the high value of feedback – particularly timely feedback – is well-documented by learning scientists. It’s useful to know you’re doing something wrong right after you do it,” it said.

Exams are important for students, but they must be designed properly to ensure they support student learning. Source: Shutterstock

Conversely, critics of exams say the obsession with test scores comes at the expense of learning – students memorise facts, while some syllabi lack emphasis of knowledge application and does little to develop students’ critical thinking skills.

Meanwhile, teachers have argued that report card grades aren’t the best way to measure a student’s academic achievement , adding that they measure effort more than achievement.

Coursework, on the other hand, assesses a wider range of skills – it can consist of a range of activities such as quizzes, class participation, assignments and presentations. These steady assessments over an academic year suggests there is fair representation of students’ educational attainment while also catering for different learning styles.

Quizzes can be useful as they keep students on their toes and encourages them to study consistently, while giving educators a yardstick as to how well students are faring. Group work, however, can open up a can of worms when lazy students latch on to hard-working peers to pull up their grades, or when work is unevenly distributed among teammates.

It becomes clear that exams and coursework clearly test students’ different ‘muscles’, but do they supplement and support students’ learning outcomes and develop students as a whole?

The shifting tides

Coursework can develop skills such as collaboration and critical thinking among students, which exams cannot. Source: Shutterstock

News reports suggest that some countries are gradually moving away from an exam-oriented education system; these include selected schools in the US and Asian countries.

Last year, Malaysia’s Education Minister, Dr Maszlee Malik, said students from Year One to Three will no longer sit for exams come 2019, enabling the ministry to implement the Classroom-Based Assessment (PBD), in which they can focus on a pupil’s learning development.

Meanwhile, Singapore is cutting down on the number of exams for selected primary and secondary school levels, while Georgia’s school graduate exams will be abolished from 2020. Finland is a country known for not having standardised tests, with the exception of one exam at the end of students’ secondary school year.

Drawing from my experience, I found that a less exam-oriented system greatly benefitted me.

Going through 11 years of the Malaysian national education system was a testament that I did not perform well in an exam-oriented environment. I was often ‘first from the bottom’ in class, which did little to boost my confidence in school.

For university, I set out to select a programme that was less exam-oriented and eventually chose the American Degree Programme (ADP), while many of my schoolmates went with the popular A-Levels before progressing to their degree.

With the ADP, the bulk of student assessments (about 70 percent, depending on your institution) came from assignments, quizzes, class participation, presentations and the like, while the remaining 30 percent was via exams. Under this system, I found myself flourishing for the first time in an academic setting – my grades improved, I was more motivated to attend my classes and learned that I wasn’t as stupid as I was often made out to be during my school days.

This system of continuous assessments worked more in my favour than the stress of sitting for one major exam. In the former, my success or failure in an educational setting was not entirely dependent on how well I could pass standardised tests that required me to regurgitate facts through essays and open-ended or multiple choice questions.

Instead, I had more time to grasp new and alien concepts, and through activities that promoted continuous development, was able to digest and understand better.

Mixed assessments in schools and universities can be beneficial for developing well-rounded individuals. Source: Shutterstock

Additionally, shy students such as myself are forced between a rock and a hard place – to contribute to class discussions or get a zero for class participation, and to engage in group and solo presentations or risk getting zero for oral presentations.

One benefit to this system is that it gives you the chance to play to your strengths and work hard towards securing top marks in areas you care about. If you preferred the  examination or assignments portion, for example, you could knock it out of the park in those areas to pull up your grades.

Some students may be all-rounders who perform well in both exam-oriented and coursework assessments, but not all students say the same. However, the availability of mixed assessments in schools and universities can be beneficial for developing well-rounded individuals.

Under this system, students who perform poorly in exams will still have to go through them anyway, while students who excel in exam-oriented conditions are also forced to undergo other forms of assessments and develop their skill sets, including creativity, collaboration, oral and critical thinking skills.

Students who argue that their grades will fall under mixed-assessments should rethink the purpose of their education – in most instances, degrees aim to prepare people for employment.

But can exams really prepare students for employment where they’ll be working with people with different skills, requiring them to apply critical thinking and communication skills over a period of time to ensure work is completed within stipulated deadlines, despite hiccups that can happen between the start and finishing line of a project?

It’ll help if parents, educators and policymakers are on the bandwagon, too, instead of merely chasing for children and students to obtain a string of As.  

Grades hold so much power over students’ futures – from the ability to get an academic scholarship to gaining entry to prestigious institutions – and this means it can be difficult to get students who prefer one mode of assessment to convert to one that may potentially negatively affect their grades.

Ideally, education shouldn’t be about pitting one student against the other; it should be based on attaining knowledge and developing skills that will help students in their future careers and make positive contributions to the world.

Exams are still a crucial part of education as some careers depend on a student’s academic attainment (i.e. doctors, etc.). But rather than having one form of assessment over the other, matrimony between the two may help develop holistic students and better prepare them for the world they’ll soon be walking into.

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Coursework versus examinations in end-of-module assessment: a literature review.

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Richardson, John T. E. (2015). Coursework versus examinations in end-of-module assessment: a literature review. Assessment & Evaluation in Higher Education , 40(3) pp. 439–455.

DOI: https://doi.org/10.1080/02602938.2014.919628

In the UK and other countries, the use of end-of-module assessment by coursework in higher education has increased over the last 40 years. This has been justified by various pedagogical arguments. In addition, students themselves prefer to be assessed either by coursework alone or by a mixture of coursework and examinations than by examinations alone. Assessment by coursework alone or by a mixture of coursework and examinations tends to yield higher marks than assessment by examinations alone. The increased adoption of assessment by coursework has contributed to an increase over time in the marks on individual modules and in the proportion of good degrees across entire programmes. Assessment by coursework appears to attenuate the negative effect of class size on student attainment. The difference between coursework marks and examination marks tends to be greater in some disciplines than others, but it appears to be similar in men and women and in students from different ethnic groups. Collusion, plagiarism and personation (especially ‘contract cheating’ through the use of bespoke essays) are potential problems with coursework assessment. Nevertheless, the increased use of assessment by coursework has generally been seen as uncontentious, with only isolated voices expressing concerns regarding possible risks to academic standards.

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Are exams a more effective tool to assess students than coursework?

Matthew Murchie, 15, St Joseph College

For thousands of years, exams have been used to assess students' abilities and intelligence. But recently, more schools have been opting for a different approach to assessment: coursework.

Exams seem, at first sight, to be an excellent way to assess students. They test a specific syllabus that everyone follows and they put students on an even footing as all students sit for the same exam papers.

Unfortunately, basing a student's academic abilities on a single exam paper is hardly an accurate method of assessment. What if the student is not on form on the day of the exam? What if the student is sick and can't make it to the exam? It is often the case that a talented student misses great opportunities purely because they couldn't turn up for a single important exam.

Coursework, on the other hand, provides a steady assessment over the course of months, guaranteeing the students' results to be an accurate summary of their academic standards.

Exam vs. Coursework Subjects: Pros and Cons

Taking exams and coursework subjects are two of the most challenging aspects of studying for exams. In both situations, studying can become a daunting task, especially if it’s the first time you are studying for an exam.

Exams and coursework subjects are two different means of acquiring academic information. While coursework subjects provide students with the opportunity to pursue the subject in greater detail, exams allow students to gain a better understanding of a specific subject.

Students who have the choice between taking an exam or coursework subjects usually pick the latter. Although both choices have advantages and disadvantages, most students will tend to go for coursework subjects. If you want to earn your degree, choosing between a course and an exam can be daunting. Exams are quicker, easier, and cheaper, but courses provide a deeper understanding of a subject. Learn about the differences between the two major study methods, how the study methods differ, and the advantages and drawbacks of each approach.

Trying to study for an exam can be a long and frustrating process. But when you’re studying for your annual standardized exams, it can feel even longer and more complicated. For many students, studying for exams is more stressful than testing. This is because of exam vs. coursework subjects. Exams often emphasize memorization, while coursework subjects require more critical thinking and problem-solving skills. Some subjects are better suited to studying for exams, while others aren’t as well-suited.

Deciding which subjects to take in high school and which ones to skip can be difficult. On the one hand, some subjects directly and immediately affect how successful one is in the future. On the other hand, some subjects serve no purpose in a career and require more time to be learned than acquired.

When comparing the subjects, the coursework subjects are much better in providing you with a realistic insight into your future. This is because they enable you to spend your time learning the theories behind the subjects rather than simply learning the skills. The coursework subjects enable you to really understand the subjects, whereas the exam subjects are just tools to test your knowledge. This is because they enable you to work out the theories behind the subjects, using practical examples, rather than just learning the skills. This enables you to understand the subjects, rather than just testing your knowledge.

If you’re considering studying to be a teacher, you might be wondering which subjects to study. A teacher’s subjects can vary, but courses focused on English, math, science, social studies, and some forms of the arts (such as drama or art) are common. However, those interested in specializing in a certain subject might want to consider studying courses related to their hobby or passion, such as music or drama, or even courses that focus solely on that subject.

There aren’t many students who like exams, but very few students like coursework either. In high school, there is a fair balance between the two. In college, though, coursework tends to outweigh exams. So, what’s the big deal? Exams are a final opportunity to practice in the classroom and brush up on material you might not remember. On the other hand, coursework is a chance to apply the things you learned in the classroom. You also get a grade, while exams don’t.

A general assessment is a way for a teacher or professor to measure a student’s knowledge and progress in math, science, or writing. Coursework is a more integrated approach to teaching a subject. The format of coursework can vary between universities. Both assessments and coursework are standardized exams. There is a wide variety of courses available, but more than one is usually examined in a degree.

Deciding between sitting for your exams and sitting for your coursework subjects is a decision that all high school students face. The benefits of each are seemingly the same: both are time-based assessments, and the grades achieved present a general idea of how well a student performed in a particular subject. However, these topics differ in several ways, which must be considered carefully before deciding.

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• DOI: 10.1080/02602938.2014.919628
• Corpus ID: 144597299

Coursework versus examinations in end-of-module assessment: a literature review

• J. T. Richardson
• Published 3 April 2015
• Assessment & Evaluation in Higher Education

57 Citations

To see or not to see comparing the effectiveness of examinations and end of module assessments in online distance learning, a large-scale examination of the effectiveness of anonymous marking in reducing group performance differences in higher education assessment, follow-up descriptive study of how proportioning marks between coursework and examination affects the performance of students in nursing, the perceptions of postgraduate international students of examinations.

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Sourav ganguly calls rishabh pant 'one of india's best test batsmen', but 'needs to get better in...'.

Curated By : Ritayan Basu

Last Updated: September 09, 2024, 15:26 IST

Kolkata, India

Rishabh Pant. (Picture Credit: AFP)

Sourav Ganguly believes Rishabh Pant is on course to become an all-time great in Test cricket.

Rishabh Pant, who made his return in white-ball format in the T20 World Cup this year, will play his first Test after almost two years following the horrific car crash that ruled him out of the entire 2023 season.

The star wicketkeeper-batter returned to India squad for the first Test against Bangladesh, scheduled to be played at MA Chidambaram Stadium in Chennai from September 19.

Former India captain Sourav Ganguly believes Rishabh Pant is on course to become an all-time great in Test cricket but at the same time, the southpaw needs to raise his game in the shorter formats.

“I consider Rishabh Pant one of India’s best Test batsmen. I’m not surprised that he’s back in the side, and he will continue to play for India in Tests,” Ganguly was quoted as sayig by PTI during at a promotional event in Kolkata.

“He will be an all-time great in Tests if he keeps performing like this. For me, he needs to get better in the shorter formats. With the talent he has, I’m sure with time, he will become one of the best.”

ALSO WATCH | Rishabh Pant Cannot Stop Laughing at This Age-Old Mohammed Siraj Meme

Having played in the second and final Test against Bangladesh at Mirpur from December 22-25, 2022, Pant had met a road accident a few days later on December 30 and made his return to top flight cricket only in IPL this year.

The 26-year-old swashbuckling wicketkeeper-batter returned to the national side in their title-winning campaign in the T20 World Cup.

Pant was recently seen in red-ball action in the Duleep trophy, scoring a fifty in the second innings as India B went on to defeat India A by 70 runs. Pant was tidy behind the wicket as he dispelled any lingering doubt about the first-choice wicketkeeper batter for the upcoming two-Test series against Bangladesh.

ALSO WATCH | Rishabh Pant Takes Flying Catch To Dismiss Avesh Khan In Duleep Trophy Match

India will host Bangladesh for the two-Test series to begin their international home season for 2024-25. The Men’s selection Committee has picked India’s 16-member squad for the first Test of the series against Bangladesh. India are also scheduled to play three T20Is against Bangladesh after the conclusion of the second Test in Kanpur.

(With inputs from Agencies)

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A Legal Executive’s Guide to the SQE

Last Updated: Sep 05, 2024

The Solicitors Qualifying Exam ( SQE ) will be the main way to qualify as a solicitor from 2021. It introduces a new approach to qualifying which will help to broaden the route to becoming a solicitor. Flexible work experience arrangements, a move away from training contracts, and a rethink of degree requirements all make becoming a solicitor more accessible than ever.

The SQE will soon replace the Graduate Diploma in Law (GDL) and Legal Practice Course (LPC)  as the main routes into becoming a solicitor in England and Wales. If you’re a Legal Executive exploring the next steps in your legal career, understanding the SQE is a must.

This guide explains the SQE, and what it may mean for Legal Executives looking to make the move to become a solicitor.

What are the benefits of qualifying as a solicitor via SQE?

Increased flexibility

The SQE makes the route to becoming a qualified solicitor more flexible than the traditional routes. Previously a trainee would need a law degree or conversion course and would usually complete a traditional training contract. Now the requirements are for a degree or equivalent, and it doesn’t need to be a law degree. Level 6 apprenticeships or courses like the CILEx Level 6 Diploma in Law and Practice are degree-equivalent options that are accepted.

Requirements like the GDL have been removed entirely. Instead, the route consists of two assessment phases (SQE1 and SQE2), and a period of Qualifying Work Experience (QWE). SQE1 assesses legal knowledge and understanding, whilst SQE2 assesses the practical application of legal knowledge. Two years of QWE must be completed too, usually taking place between SQE1 and SQE2.

Greater affordability

Costs can be lower than previous routes too, with a wide variety of training providers beyond the more traditional universities. You may have chosen the CILEx as a more practical route into the legal profession, but now the SQE makes the transition from Legal Executive to solicitor straightforward.

Does my experience as a Legal Executive count towards SQE Qualifying Work Experience?

Yes, experience as a Legal Executive can be used as Qualifying Work Experience (QWE). Two years of experience is required as part of becoming a solicitor through the SQE route. This requirement replaces the need for a training contract.

Qualifying Work Experience is designed to be flexible  and can be met through relevant work placements at up to four organisations. This could include paralegal work, volunteering at a law centre, or working as a Legal Executive. The flexibility makes gaining the required experience straightforward, avoiding the need to be accepted onto a training contract. A practising solicitor or Compliance Officer for Legal Practice (COLP) must sign off the recorded experience.

QWE may be performed between SQE1 and SQE2 assessments, with trainees preparing for SQE alongside gaining experience. This will give trainees a chance to apply the legal knowledge developed in SQE1. However, the SRA has not specified when QWE must be undertaken. So, candidates can choose to complete QWE before, during or after the SQE exams.

Should you undertake a CILEx course or SQE?

A Chartered Legal Executive and solicitor are both qualified lawyers, and in many circumstances will be performing similar roles. The main difference is in the breadth of training. CILEx training is focused on a chosen area of law, whereas a solicitor will usually have a broader training. Both will be trained to the same high level in their chosen field, but a solicitor may have wider training and experience.

Historically, CILEx has been the more practical and flexible route to becoming a legal professional. It has clear routes for students without a degree to work through the CILEx course levels. However, the SQE brings positive changes in flexibility and improved access to the profession, widening the routes to becoming a solicitor. Training contracts are no longer a must, there’s standardised assessment across all areas, and the training providers are varied. The flexible training provision makes SQE an attractive choice.

Changes around QWE means trainees don’t have to rely on gaining a training contract placement. Trainees can instead use experience from up to four organisations, including paralegal roles or work as a Legal Executive. Whereas the number of training contracts was historically a bottleneck for aspiring solicitors, SQE changes make gaining relevant experience more accessible.

The CILEx Level 6 Diploma in Law and Practice can also be used to meet the ‘degree or equivalent’ requirement for the SQE. This opens up the SQE to non-graduates who may have chosen CILEx for the more practical route to a degree-level qualification.  If you’ve taken steps to become a Chartered Legal Executive, read our  CILEx Fellows guide to SQE .

I’m a Legal Executive in another country, can I still undertake the SQE?

Yes, provided the correct Qualifying Work Experience is signed off by a registered solicitor in the UK. With one standardised assessment route and no requirements for a specific degree, the SQE makes training more accessible than ever.

For international lawyers wanting to requalify as a solicitor in England and Wales, the SQE replaces the Qualified Lawyers Transfer Scheme (QLTS). The foreign lawyer will need to complete the SQE but may be exempt from certain requirements if existing relevant knowledge is proven.

Preparing for SQE as a Legal Executive

BARBRI SQE courses will help prepare you for both SQE1 and SQE2, with expert tutors and fine-tuned delivery. BARBRI will help you take the next step in your legal career, guiding you on the journey to becoming a solicitor.

Find out more about BARBRI  SQE Prep courses  today.

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• Open access
• Published: 09 September 2024

How to improve medical students’ ECG interpretation skills ? Multicenter survey and results of a comparative study evaluating a new educational approach

• Corentin Chaumont 1 , 2 ,
• Charles Morgat 3 ,
• Pierre Ollitrault 4 ,
• Celia Brejoux 4 ,
• Fabrice Extramiana 3 ,
• Paul Milliez 4 ,
• Arnaud Savoure 1 ,
• Raphaël Al Hamoud 1 ,
• Hélène Eltchaninoff 1 , 2 &
• Frederic Anselme 1 , 2  

BMC Medical Education volume  24 , Article number:  979 ( 2024 ) Cite this article

Metrics details

Learning to interpret electrocardiograms (ECGs) is a crucial objective in medical education. Despite its importance, errors in ECGs interpretation are common, and the optimal teaching methods have not yet been clearly established.

To evaluate students’ confidence in ECGs analysis and their opinion on current teaching methods, and to assess the effectiveness of a new ECG educational approach.

First, we conducted a survey on ECG learning among fourth to sixth-year medical students. Second, a 5-week multicenter comparative study was conducted with fourth-year medical students during their cardiology internship. Two different teaching methods were used, assigned by center. The first group participated in 5-minutes workshops 4 times a week using a “reversed classroom” method, supervised by a cardiologist, where students took turns selecting, presenting and discussing ECGs. The control group attended a single 2-hour face-to-face ECG course. All participants completed a 30-minute ECGs analysis test at baseline and after 5 weeks.

Out of 401 survey respondents, the confidence levels in ECG interpretation were 3/5 (IQR 2–3) for routine situations and 2/5 (IQR 1–3) for emergency situations. Satisfaction with ECG teaching was low (2/5, IQR 1–3) and 96.3% of respondents favored more extensive ECG training. In the comparative study, 52 students from 3 medical schools were enrolled (control group: n  = 27; workshop group: n  = 25). Both groups showed significant improvement in exam scores from baseline to 5-week (33/100 ± 12/100 to 44/100 ± 12/100, p  < 0.0001 for the control group and 36/100 ± 13/100 to 62/100 ± 12/100, p  < 0.0001 for the workshop group). The improvement was significantly greater in the workshop group compared to the control group (+ 26 ± 11 vs. + 11 ± 6, p  < 0.001).

Conclusions

Among French medical students who initially reported low confidence and insufficient skills in ECG interpretation, the workshop approach using a “reversed classroom” method was found to be more effective than conventional lecture-based teaching during cardiology internship.

Graphical abstract

Peer Review reports

Introduction

Accurate interpretation of electrocardiograms (ECGs) is a fundamental skill in medical education, given their routine use in the diagnosis and evaluation of various cardiac diseases. Despite their widespread use, errors in ECG interpretation are frequent [ 1 , 2 , 3 ]. Berger et al. . found a high rate of misinterpretation among medical residents, with less than 50% accuracy in diagnosing basic tracings such as complete AV block [ 4 ]. Inaccurate ECG interpretation can result in the absence of critical treatment (i.e. complete AV block, ventricular arrhythmia, acute coronary syndrome) or in unnecessary interventions [ 5 ]. Bogun et al. . reported that incorrect diagnosis of atrial fibrillation in 4% of patients led to inappropriate treatments, such as unnecessary anticoagulant or antiarrhythmic therapies [ 5 ].

Teaching ECG analysis presents significant challenges due to its complexity, so students are often reluctant to engage with the subject. In response to these challenges, the American College of Cardiology issued guidelines [ 3 ] recommending that healthcare professionals interpret at least 500 ECGs under expert supervision to achieve clinical competence. However, mere repetition is insufficient; understanding the underlying pathophysiology is crucial for accurate diagnosis. With a variety of pedagogical materials available (e.g., books, articles, quiz, videos) and differing teaching methods across medical schools and countries (e.g., self-directed, workshop-based, lecture-based) [ 6 , 7 ], the optimal approach remains unclear [ 2 ]. While not all medical students need to become ECG experts, they must be capable of recognizing life-threatening conditions. This study aimed to (1) assess students’ confidence in ECG analysis and their perceptions of current teaching methods; and (2) evaluate the effectiveness of a new ECG teaching method.

Survey on ECG learning

The first part of the study involved a survey on ECG learning. An anonymous, electronic survey was distributed to students in their fourth to sixth years of medical training at three French medical schools. The questionnaire assessed students’ confidence in interpreting ECGs both in routine practice and emergency situations. It also evaluated their satisfaction with current teaching methods and the perceived importance of ECG interpretation for their future medical practice. Responses were collected using Likert scales ranging from 1 to 5. The survey recorded the methods used by the students to interpret ECG tracings, including: (1) Sequential ECG analysis (atrial activity, AV conduction, ventricular activation, ventricular repolarization); (2) FRAICH method (French acronym for Rate, Rhythm, Axis, Ischemia, Conduction, Hypertrophy); (3) Visual memorization of ECG tracings; (4) Other methods. Additionally, students were asked about their preferred medical or surgical specialty for their future practice. The full survey is provided in Supplementary Appendix 1 .

Comparative study

This prospective, multicenter, comparative study was conducted from May 2023 to September 2023, spanning 3 successive internship periods for medical students. Participants were recruited from three French hospitals during their cardiology internships. This study received approval from educational directors and informed consent was obtained from all participants. All students were in their fourth year of medical school and had previously completed ECG training courses according to national objectives, in their 2nd and 4th years.

The study duration was 5 weeks. The teaching method was nonrandomly assigned according to the center. In two French hospitals, students were assigned to the control group, while in the third hospital, students were assigned to the workshop Group.

In the workshop group, 5-minute workshops were conducted 4 times a week throughout the study period. The “reversed classroom” method was employed, where students took turns to selecting and presenting ECGs from patients encountered during their cardiology internship. Each workshop focused on a single ECG, with each student presenting at least two different ECGs over the study period. Students had one minute to reflect on the presented ECG tracing. A correction was then provided by the student presenter. A cardiologist specialized in arrhythmia management was present to emphasize key teaching points and offer additional explanations.

The control group attended a single 2-hour face-to-face ECG course, 3 weeks after the start of their cardiology internship. The course, led by a cardiologist specialized in cardiac arrhythmias, included detailed explanations of ECG interpretation techniques. Students were shown a range normal and abnormal ECG tracing covering the required knowledge. The course content and materials were at the discretion of the instructor and were consistent with the teaching methods previously used in these centers.

Evaluation methods

All participants completed a 30-minute ECG analysis test at the start and at 5 weeks of their cardiology internship. The test consisted of 10 ECG tracings accompanied by open-ended questions. Importantly, no correction was provided after the initial test and the same tracings were used for both initial and final evaluations. Some questions contained brief summaries of medical records and required participants to provide a complete and accurate ECG diagnosis. These 10 tracings were selected to represent key conditions that graduating medical students should be able to diagnose, such as complete heart block, myocardial infarction, ventricular tachycardia, atrial fibrillation, atrial flutter. To ensure comprehensive assessment, some ECGs included multiple diagnoses.

Additionally, participants completed the previously described survey on ECG learning at baseline and 5 weeks. All exam papers were graded by the same instructor, who was blinded to the participants’ assigned groups. A 100-point grading scale (10 points per tracing) was established prior to the study. The primary endpoint was the difference between the scores at the end of the stud and the baseline scores.

Statistical analysis

Continuous variables were expressed as mean ± standard deviation (SD) for normally distributed data or median and interquartile range (IQR) for non-normally distributed data. Normal distribution was assessed using the Shapiro-Wilk test. Survey results, based on Likert scales, were presented as medians and IQRs. Categorical variables were reported as counts and percentage. Comparisons between categorical variables were performed using the Chi-squared test or Fisher’s exact test, while comparisons for continuous variables were conducted using Student’s t-test or Mann–Whitney U test, as appropriate. To evaluate changes in scores from baseline to the end of the study within each group, a paired t-test was employed. Additionally, a one-way ANOVA was used to compare score changes between the two groups over the 5-week period. All tests were two-sided, with a p-value < 0.05 considered statistically significant. All analyses were performed using the R 3.6.3 software (The R Foundation for Statistical Computing, Vienna, Austria).

A total of 401 students from 3 different universities responded to the survey on ECG learning. Of these, 170 (42.4%) were in their 4th year, 147 (36.7%) in their 5th year and 84 (20.9%) in their 6th year of medical studies. On a Likert scale ranging from 1 (very unconfident) to 5 (very confident), students reported an overall confidence level of 3 (IQR 2–3) in ECG interpretation during routine medical situations. Confidence in emergency situations was significantly lower as compared to routine medical situations with a median of 2, IQR 1–3 ( p  < 0.0001). Of note, students intending to specialize in cardiology demonstrated higher confidence level in ECG interpretation than others (in routine situations 4, IQR 3–4 vs. 3, IQR 2–3; p  = 0.0002 and in emergency situations 3, IQR 2–3 vs. 2, IQR 1–3; p  < 0.0001). Respondents overall placed high importance on ECG interpretation skills for their future medical careers with a median of 5, IQR 4–5 on a scale ranging from 1 to 5 (Fig.  1 ).

Results of the survey on 401 medical students. Results are indicated on a Likert scale ranging from 1 to 5. Panel A : Level of confidence during ECG interpretation in current medical practice. Panel B : Level of confidence during ECG interpretation in emergency situation. Panel C : Importance attached to ECG interpretation skills in the future medical practice. Panel D : Level of satisfaction with ECG teaching

Regarding methods used for ECG analysis, the FRAICH method predominantly favored, used by 305 out of 401 students (76.4%), compared to other methods such as sequential ECG analysis (57/401, 14.2%), visual memorization (23/401, 5.7%) or other methods (16/401, 4%) ( p  < 0.0001) (Fig.  2 ).

Distribution of the methods used to interpret ECG tracings among questioned students

Satisfaction with ECG teaching during the early years of medical training was generally low with a median rating of 2, IQR 1–3. Most respondents felt that the current educational methods were not well-suited to teaching ECG interpretations (median of 2, IQR 2–3).

The great majority of respondents (386 / 401, 96.3%) advocated for more extensive ECG training. The most common suggestions included: (1) regular training (at least weekly) in person or via videoconference (37% of all responders); (2) quarterly workshops in small groups (31%); and (3) access to a bank of normal and pathological ECGs with detailed corrections (16%).

New ECG teaching method

Baseline students’ characteristics.

A total of 52 students from 3 different medical schools were enrolled in our study. Twenty-seven students were assigned to the control group (with 3 subgroups of 7 students each and 1 subgroup of 6 students across the successive internship periods), while 25 students were assigned to the workshop group (with 2 subgroups of 8 students each and 1 subgroup of 9 students). There were no significant differences between the two groups at baseline (Table  1 ). All students in the control group attended the 2-hour ECG course whereas all students in the workshop group participated in at least fifteen workshops. ECG analysis tests were completed by all students at both baseline and 5-week. The baseline exam results (/ 100) were similar between the groups, with scores of 33 ± 12 for the control group and 36 ± 13 for the workshop group ( p  = 0.40).

Baseline and 5-week ECG test results

The exam results significantly improved from baseline to 5-week assessment in both groups (control group: 33 ± 12 to 44 ± 12, p  < 0.0001; workshop group: 36 ± 13 to 62 ± 12, p  < 0.0001 in the). Notably, the improvement was significantly greater in the workshop group as compared to the control group (+ 26 ± 11 vs. + 11 ± 6, p  < 0.001) (Graphical Abstract).

The median number of ECG tracings for which students provided a response during the 30-minute test was significantly higher at the final exam compared to the initial test (10, IQR 9–10 vs. 9, IQR 8–10, p  < 0.001 in the control group and 10, IQR 10–10 vs. 8, IQR 7–10, p  < 0.001 in the workshop group). The increase in the number of ECG tracings for which students provided a response was greater in the workshop group compared to the control group (+ 2, IQR 0–3 vs. + 0, IQR 0–1, p  = 0.014) (Fig.  3 ).

Median number of interpreted ECG tracings during the 30-minute test at baseline and 5-week. Panel A : Workshop group. Panel B : Control group. Lines represent medians

Confidence in ECG reading

There was no significant correlation between baseline confidence in ECG interpretation and baseline exam scores (coefficient correlation of rs = 0.15, p  = 0.28 in the overall population; rs = 0.20, p  = 0.33 in the workshop group and rs = 0.03, p  = 0.87 in the control group). On a Likert scale ranging from 1 (very unconfident) to 5 (very confident), confidence levels in ECG interpretation during routine medical practice and emergency situations significantly improved in both groups during the study period (Fig.  4 ). While the improvement in routine medical practice did not differ significantly between groups, it was greater in the workshop group compared to the control group in emergency situation (median improvement of 1, IQR 1–2 vs. 0, IQR 0–1, p  = 0.012).

Baseline and 5-week level of confidence in ECG interpretation. Panel A and B : Confidence level in ECG interpretation during current medical practice among Workshop ( A ) and control groups ( B ). Panel C and D : Confidence level in ECG interpretation during emergency situations among Workshop ( C ) and control groups ( D ). Lines represent medians

Current state of ECG learning among French medical students

In line with the literature [ 8 ], our survey confirmed that students’ confidence in their ability to correctly interpret ECGs is generally low. Confidence levels were even lower in emergency situations, which is problematic as many physicians need to make rapid and important medical decisions based on ECG analysis. Kashou et al. . [ 9 ] surveyed over 2,500 American healthcare professionals, 80% of whom reported using ECGs as part of their current practice. Notably, 45% expressed discomfort with ECG interpretation. Inadequacies in training were also exposed as more than 70% received less than 5 h of ECG courses, with 45% reporting no education at all. In another study conducted among internal and emergency medical residents, half of the participants felt their ECG training was inadequate [ 4 ]. Although conducted in different countries, those studies clearly highlighted the deficiencies in ECG teaching.

Students’ ECG reading skills are below the expected prerequisites, as evidenced by the baseline exam results (< 40% of correct answers). This pedagogical problem is not confined to French universities [ 1 , 8 ]. A recent meta-analysis [ 1 ] of more than 70 studies (3000 students) showed that the accuracy of ECG interpretation among medical students was 42%, which aligns with our findings. The accuracy remained low among residents (56%) and practicing physicians (69%) [ 1 , 10 ]. In another study conducted in an American medical school, based on the interpretation of classic examples of ECG tracings with no particular difficulty, the rate of correct answers was 36% among 4th-year medical students and 63% among residents [ 11 ]. Despite better results among residents, this level of ECG interpretation remains largely inadequate considering the potential clinical consequences of misinterpretation. In a study of 52 first-year residents, correct identification of complete AV block or ventricular tachycardia was achieved by less than 50% of participants [ 12 ].

The current pedagogical methods do not meet students’ expectations and fail to enable them to reach a sufficient level of competence. However, the vast majority of medical students are keen to find innovative educational solutions to improve their ECG interpretation skills [ 12 ]. In line with our study, nearly all medical professionals (98%) in Kashou et al. [ 9 ] survey expressed a desire for more ECG education.

Could we improve ECG teaching during medical training?

Teaching ECG interpretation is a major challenge in medical education and there is currently no definite method to address the difficulties associated with ECG learning. In a randomized study, Mahler et al. [ 13 ] demonstrated that self-directed learning was less effective than other educational approaches, such as workshops or lectures. However, no significant difference was found between the effectiveness of workshops and lectures.

Our study demonstrated that the workshop approach was superior to the more conventional approach routinely used in most of the French University Hospitals. The workshop methods were based on two well-known educational principles: (1) learning by repetition and (2) reverse pedagogy. The improvement of memory retention through repeated exposure to material is one of the most evidenced-based elements of adult learning science. In a study conducted by Cunningham et al. ., spaced repetition and retrieval practice of ECG analysis improved ECG interpretation skills [ 14 ].

To the best of our knowledge, our study on ECG learning is the first to use the principle of the “reversed classroom”, in which students themselves had to look for ECG tracings within patient files. This pedagogical approach had several advantages. It encouraged students to explore a large number of ECG tracings before the workshop to provide their peers with original educational content. It strengthened interactions between medical students and residents, who helped select and interpret ECGs. Finally, students had to present and explain the analysis and underlying pathophysiology of the selected ECG tracing to their peers; teaching others is a well-known method for enhancing memorization and learning.

Repeated workshops and the reversed approach also stimulated students’ curiosity about ECG analysis, which can be daunting at first. As shown in a study by Berger JS et al. [ 4 ], students interested in cardiology performed better in ECG interpretation than those not interested.

Another important concept that may explain the better results in the workshop group is the approach used to interpret ECGs. While the “FRAICH” method seems to be widely taught in France, we observed a switch from this method to the “sequential ECG analysis” approach in the workshop group, which was associated with a significant increase in ECG reading skills. This approach involves step-by-step analysis of the atrial activity, AV nodal conduction properties, ventricular activation and ventricular repolarization, enabled a comprehensive and more logical analysis of ECG tracings. In a study by Zeng et al. [ 15 ], the evaluated “sequential ECG analysis” approach reduced the average ECG reading time by a factor of 2, and improved significantly the average ECG accuracy results (77% vs. 43% in the traditional teaching group).

Limitations

Although this was a nonrandomized study, the educational method was assigned according to the centers. A switch from the FRAICH method to the “sequential ECG analysis” method was observed only in the workshop group, which could have also contributed to the main result of our study. However, we cannot exclude the possibility that the repeated workshops and the reverse pedagogy independently influenced the students to change their approach to ECG interpretation.

Our survey on ECG learning highlighted a low level of confidence in ECG interpretation among French medical students. Overall satisfaction with current teaching methods was low, and most students expressed a desire for more ECG training and innovative educational approaches.

Our comparative study revealed that students’ ECG reading skills were initially below the expected level. We found that a workshop approach using a “reversed classroom” method significantly improved ECG interpretation skills compared to conventional lecture-based teaching during cardiology internships. The workshop group showed greater improvements in exam scores and confidence, particularly in emergency situations. These findings suggest that the workshop and “reversed classroom” hold promise for enhancing ECG education. Such methods could be extended to ECG teaching in other medical centers and potentially applied to various other medical topics.

Data availability

The datasets used and/or analysed during the current study are available from the corresponding author on reasonable request.

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Acknowledgements

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This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.

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Department of Cardiology, CHU Rouen, F-76000, Rouen, France

Corentin Chaumont, Arnaud Savoure, Raphaël Al Hamoud, Hélène Eltchaninoff & Frederic Anselme

Inserm U1096, Univ Rouen Normandie, F-76000, Rouen, France

Corentin Chaumont, Hélène Eltchaninoff & Frederic Anselme

Service de Cardiologie, Unité de Rythmologie, Hôpital Bichat Claude Bernard, Assistance Publique - Hôpitaux de Paris, Université Paris Cité, Paris, France

Charles Morgat & Fabrice Extramiana

Department of Cardiology, Caen University Hospital, Caen, France

Pierre Ollitrault, Celia Brejoux & Paul Milliez

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CC and FA made substantial contributions to the conception, design of the work, acquisition, analysis and interpretation of data and have drafted the work. CM, PO, CB made substantial contributions to the acquisition and interpretation of data. FE, PM, AS, RAH and HE made substantial contributions to the data acquisition and have revised the work. All authors reviewed the manuscript.

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Correspondence to Frederic Anselme .

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This study received approval from educational directors and informed consent was obtained from all participants. Need for ethics approval in educational studies is deemed unnecessary according to national French regulations (Avis n°131 du 7 novembre 2019: Cadre éthique de l’expérimentation pédagogique en situation réelle.)

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Chaumont, C., Morgat, C., Ollitrault, P. et al. How to improve medical students’ ECG interpretation skills ? Multicenter survey and results of a comparative study evaluating a new educational approach. BMC Med Educ 24 , 979 (2024). https://doi.org/10.1186/s12909-024-05929-7

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Received : 19 April 2024

Accepted : 20 August 2024

Published : 09 September 2024

DOI : https://doi.org/10.1186/s12909-024-05929-7

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