This comparative, before–and–after study (without controls) was conducted on first–year MBBS students to determine the difference in cognitive domain scores after curriculum–based teaching and after focused integrated educational intervention. Those students who did not give written informed consent or those who were absent during the educational interventions, or pre–test or post–test were excluded. After traditional curriculum–based teaching on electrocardiogram, the students took a pre–test. After the pre–test, the participants attended a focused integrated educational intervention using a combination of integrated teaching with clinical scenarios on the same topic. Subsequently, the post–test was administered using a questionnaire that was identical to that of the pre–test. Though the post–test scores significantly (Z=4.422; p<0.0001) improved among male students, the gender differences in scores were not significant, both in the pre–test (Z=1.204; p=0.228) and in the post–test (Z=0.433; p=0.664). A focused educational intervention with integrated teaching can improve the cognitive domain scores of participating students.