Abstract

Background: Video-assisted learning makes the learning environment effective and engaging for a wide range of learners with different levels of prior knowledge and interests.

Aim and Objectives: The objectives of this study were to compare the effectiveness of video-assisted learning and didactic lectures as teaching methods among 1st year MBBS students and to evaluate the feedback regarding the teaching methods from students.

Materials and methods: A quasi-experimental study was conducted among 100 1st year MBBS students. A pre-test in the form of MCQ was used to assess the knowledge regarding the topic. Students were divided into two groups based on their roll numbers. Group 1 attended video-assisted learning, while the group two students attended didactic lectures. At the end of session, post-test was provided to all students to assess the knowledge gained. Feedback was taken from students at the end of session. Statistical analysis was performed using two-way repeated measures mixed ANOVA to determine whether there is any difference in the average score before and after intervention as well as between the video assisted learning and traditional method. Mann–Whitney U-test was used for comparing the feedback score between two teaching methods.

Results: There was statistically significant increase in the post test scores in both the group. Although both the teaching methods were equally effective, the score change was high in the video-assisted learning group but was not statistically significant (P = 0.907).

Conclusion: Video-assisted learning is an effective learning method in physiology.

Key words: Video-Assisted Learning; Didactic Lecture; MBBS Students; Teaching-Learning Methodology