Background: The electrocardiogram (EKG) is an important investigation in diagnosing a disease, but many GPs

are knowledgeable about EKG. In medical education, many learning methods can be used by medical students
in improving the ability to interpret the results of the EKG. This study was conducted to determine the
comparison of conventional learning methods (simulations) with innovative learning methods (card learning) in
the interpretation of electrocardiogram results.
Methods: This was an experimental pretest-posttest control group design with single blinded Randomized
Controlled Trial (RCT) with cross over design. The study was conducted for two periods and between the first
period and the second period was washed out for 2 weeks. Giving basic ECG material is given first to all
subjects before the start of the study. In the first period, 48 subjects were divided into 2 groups, namely group A
and group B. Group A consisted of 24 subjects who entered the treatment group 1 (conventional learning
method) and group B consisted of 24 research subjects included in group 2 (method Innovative learning). The
second period is done by cross over (crossing) the learning method, the subjects of the previous research into
group A entered into the treatment group 2 and vice versa group B into the treatment group 1. Data were
analyzed by paired t test.
Result: Paired t-test results showed that there were significant mean differences of pre-test and post-test values
between the conventional and innovative learning group (p <0.05).
Conclusion: This study shows that using both conventional and innovative learning methods can improve the
results of EKG interpretation. Innovative learning methods tend to get a higher value increase than conventional
learning methods.

Keywords: Conventional learning method (simulation), innovative learning method (card learning), and
electrocardiogram.