了解临床医学专业本科生对当前心电图教学的满意度、学习困难点，及对教学路径优化的建议，为进一步提升心电图教学效果提供参考依据。

本研究为横断面调查研究。选取2023年9月至2025年9月在北京医院就读的临床医学专业本科生为研究对象，通过线上问卷调查和线下访谈相结合的方法进行调查分析。线上问卷主要调查学生对心电图课程内容与教学形式的满意度、学习过程中遇到的主要困难、常用学习资源等信息，线下访谈内容主要了解学生对心电图教学优化的建议等信息。

共回收有效问卷56份。82.1%（46/56）学生认为教学内容“非常全面”或“较为全面”，但53.6%（30/56）表示“经常遇到”理解困难，主要难点为心律失常的判断（62.5%，35/56）和临床心电学基础知识（53.6%，30/56）。在教学形式偏好方面，82.1%（46/56）学生倾向于临床实习，69.6%（39/56）选择课堂讲授，39.3%（22/56）偏好多媒体资源。82.1%（46/56）学生常用教材与讲义作为学习资源，58.9%（33/56）参考专业书籍，50%（28/56）使用视频教程。75.0%（42/56）学生认为课程对临床实践能力提升帮助较大，但主要困难包括缺乏实践经验（58.9%，33/56）和理论基础不足（41.1%，23/56）。共5名学生参与线下访谈，教学建议主要集中在临床实践强化、教学内容与形式创新、学习资源优化方面。

临床医学本科生对心电图教学整体满意度较高，但在心律失常判读和理论转临床应用方面有明显困难。学生普遍偏好临床导向教学，但实践经验不足，提示需优化心电图教学中理论与实践的衔接。

To understand undergraduate clinical medicine students' satisfaction with current electrocardiogram (ECG) teaching, learning difficulties, and suggestions for optimizing teaching methods, providing reference for further improving electrocardiogram teaching effectiveness.

This study was a cross-sectional survey research. Clinical medicine undergraduates studying at Beijing Hospital from September 2023 to September 2025 were selected as research subjects, with data collected through a combination of online questionnaires and offline interviews. The online questionnaire primarily investigated students' satisfaction with the content and teaching format of the electrocardiogram course, main difficulties encountered during the learning process, and commonly used learning resources. The offline interviews primarily explored students' suggestions for optimizing electrocardiogram teaching.

A total of 56 valid questionnaires were collected. Eighty-two point one percent (46/56) of students considered the teaching content "very comprehensive" or "relatively comprehensive," but 53.6% (30/56) reported "frequently encountering" comprehension difficulties, with the main challenges being arrhythmia identification (62.5%, 35/56) and basic clinical electrocardiography knowledge (53.6%, 30/56). Regarding preferred teaching formats, 82.1% (46/56) of students favored clinical internships, 69.6% (39/56) chose classroom instruction, and 39.3% (22/56) preferred multimedia resources. Eighty-two point one percent (46/56) of students regularly used textbooks and lecture notes as learning resources, 58.9% (33/56) referenced professional books, and 50% (28/56) used video tutorials. Seventy-five point zero percent (42/56) of students believed the course significantly improved their clinical practical abilities, but major difficulties included lack of practical experience (58.9%, 33/56) and insufficient theoretical foundation (41.1%, 23/56). A total of 5 students participated in offline interviews, with teaching suggestions primarily focused on strengthening clinical practice, innovating teaching content and methods, and optimizing learning resources.

Undergraduate clinical medicine students have relatively high overall satisfaction with electrocardiogram teaching, but face significant difficulties in interpreting arrhythmias and applying theory to clinical practice. Students generally prefer clinically-oriented teaching, but lack practical experience, suggesting the need to optimize the integration between theory and practice in ECG teaching.