Abstract

Background:
There is a notable change in the medical curriculum in 2019. Adopting competency-based medical education has placed students in a central place with a primary focus on flexibility, knowledge application, and outcome-based curriculum. Innovative teaching–learning (TL) has gained much importance in recent years. Innovative video-based TL methods are used in the medical and paramedical professions to primarily address the psychomotor and affective domains, whereas the cognitive domain is not assessed to that extent. In addition, to understand the subject in depth, innovative strategies have a higher edge over conventional TL techniques. The present study aimed to compare the impact of video-based TL against conventional TL methods and to analyze students’ perceptions of novel TL methods.

Aim:
This study aimed to assess the impact of video-based modules by comparing the academic performance of students using video-based learning versus conventional PowerPoint-based learning and analyzing students’ perceptions regarding video-based learning as a teaching tool.

Methods:
An audio-visual module consisting of the mechanism of action of Tetracyclines and Fluoroquinolones of 15 minutes duration each was developed using novel techniques and validated by 20 experts using a 5-point Likert scale with a standard predefined criterion.

Results:
The mean posttest scores between the groups immediately after the session and 2 months later were higher in the video-based TL method. The result was statistically significant (p < 0.001). The difference in mean test scores (3.98) among the video-based TL groups was statistically significant (p < 0.01). More than 75% of students agreed that innovative video-based TL enhanced their learning experiences and helped them better understand the concepts.

Conclusion:
The present study concluded that innovative teaching methods improve academic performance and, enhance student engagement and retention time.

Key words: Education, Video-based learning, PowerPoint learning, Students’ perception, Retention time