In the last 15 years we have had the opportunity to teach Electrocardiography to many different types of student: doctors preparing to become cardiologists, cardiologists attending weekly ’refresher’ sessions at our hospital, general practitioners who wish to become adept at electrocardiography and attend our yearly courses and, finally, the medical students of the Universidad Aut6noma of Barcelona. We cover everything with these students from the basics of electrophysiology to applied electrocardiographic semiology. This quadruple experience has proved stimulating, constantly motivating the search for better and more precise material, and the most appropriate didactic presentation for each type of student, each of whom has different requirements. I have always felt that didactic capability is not related to the intelligence of the professor, or to the amount of knowledge this person possesses, but really depends on the ’quality’ of this knowledge, the ’desire’ to transmit it and the ’capacity’ to adapt to each teaching situation.
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