Table 4.

Results will be summarised in table format

Study	Study design	Participants	Computer-assisted instruction (CAI)	Comparator teaching methods (not using CAI)
Author Journal Year of publication	Randomised control trial Cohort study Case–control study Before-and-after study Cross-sectional research	Students/residents Year of study University Country Number of participants Response rate	CAI learning material/activities explained Topics taught Educational approaches used Learning theories underpinning CAI	Comparator teaching method explained Topics taught Educational approaches used Learning theories underpinning non-CAI teaching method

Study	ECG knowledge that was tested	Baseline ECG knowledge	Acquired ECG knowledge	Retention of ECG knowledge
Author Journal Year of publication	Measurements Waveforms Rhythms	CAI cohort Cohort with comparator educational method	CAI cohort Cohort with comparator educational method	CAI cohort Cohort with comparator educational method

Study	Modified Kirkpatrick model60–63	Quality assessment	Risk of bias	Significance of study results
Author Journal Year of publication	Level 1 Level 2a Level 2b Level 3 Level 4a Level 4b	MERSQI score Validity of results Reliability of results Psychometric properties of assessments testing ECG competence	Selection bias Performance bias Attrition bias Detection bias Reporting bias	Findings of study summarised Practical significance of findings (effect size)

MERSQI, Medical Education Research Study Quality Instrument.