The way cardiologists learn to interpret electrocardiograms (ECG) is often assumed to be intuitive or acquired through passive exposure over time. ECG interpretation is a complex cognitive skill that requires the integration of pattern recognition, physiological understanding, and clinical context in an intentional learning environment. Despite its central role in cardiology and acute care, the educational process underpinning ECG interpretation is often under-articulated, methodologically inconsistent, and highly variable in depth depending on training programme philosophy, resources, and experience. (1)
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