BMC Med Educ. 2025 Nov 3;25(1):1535. doi: 10.1186/s12909-025-08116-4.
ABSTRACT
PURPOSE: The medical field is rapidly evolving, requiring innovative teaching methodologies to enhance comprehension and retention among students. Integrated video-based learning (VBL), which combines audio-visual content with faculty-led discussions, aims to improve understanding through multi-sensory engagement. This study compares the effectiveness of integrated VBL with conventional didactic lectures in medical education.
METHODOLOGY: This multicentric study was conducted across five medical institutions in India, involving 608 s-year MBBS students (Phase II) and 12 faculty members. Two topics, tuberculosis and biomedical waste management, were taught using a crossover design, with students randomly assigned to Group A (n = 304) and Group B (n = 304). Integrated VBL combined video content with interactive faculty-led sessions, while didactic lectures relied on traditional lecture-based teaching. Pre- and post-test assessments, using identical multiple-choice questions (MCQs), were conducted, and feedback was collected via a 1-5 Likert scale.
RESULTS: For tuberculosis, the mean pre-test score was 7.35 ± 1.74. Post-test scores were 13.10 ± 2.05 for Group A (integrated VBL) and 10.25 ± 1.84 for Group B (didactic). For biomedical waste management, the mean pre-test score was 6.31 ± 1.39, with post-test scores of 12.59 ± 2.33 for Group B (integrated VBL) and 8.50 ± 1.67 for Group A (didactic). Over 60% of students reported that integrated VBL improved understanding, retention, and self-directed learning. Faculty feedback corroborated these findings, though they noted increased workload.
CONCLUSION: Integrated VBL significantly outperformed conventional didactic teaching, as evidenced by higher post-test scores and positive feedback. Neither VBL nor didactic teaching alone is optimal; however, their integration leverages visual-aural engagement and faculty guidance to enhance comprehension and retention. This approach is a vital component of modern medical education, fostering deeper understanding and clinical correlation.
PMID:41184851 | DOI:10.1186/s12909-025-08116-4
