Learning to interpret the electrocardiogram: Phenomenological experience of medical interns on social media

Abstract

Introduction: The accurate interpretation of electrocardiograms (ECGs) is crucial for medical trainees, as it directly impacts patient outcomes. Errors in interpretation can lead to severe consequences, such as undiagnosed heart attacks. Learning to interpret ECGs remains an educational challenge due to the lack of a standardized approach. Integrating information and communication technologies, such as social media, could enhance its teaching. In this context, a phenomenological study could shed light on how medical interns experience ECG learning through these platforms.

Objective: To analyze the learning experiences of undergraduate medical interns at the Nuevo Hospital Civil de Guadalajara “Dr. Juan I. Menchaca” while participating in an electrocardiographic interpretation course on a social media.

Method: A phenomenological study based on Heidegger’s hermeneutic philosophy was conducted. Ten medical interns were interviewed, and the data were analyzed using Van Manen’s four lifeworld existentials. The interviews were transcribed and thoroughly reviewed to identify themes representing the essence of the lived experience. The rigor of the study was ensured through data triangulation and participant review.

Results: The data interpretation revealed four themes: “accessible, didactic, and practical”, “flexible, but requires commitment”, “convenient but incomplete” and “complex and emotionally charged”.

Conclusions: The ECG learning experience through a social media was described as accessible, with purpose-driven freedom. Engagement was influenced by the context of being a medical intern, often involving an emotional response that affected not only existential time and space but also the dimensions of the body and relationships with peers.