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Purpose <p>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.</p> Methodology <p>This multicentric study was conducted across five medical institutions in India, involving 608&#xa0;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 (<i>n</i> = 304) and Group B (<i>n</i> = 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.</p> Results <p>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.</p> Conclusion <p>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.</p>

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Comparative effectiveness of integrated video-based learning vs. conventional didactic lectures among Indian medical graduates: a multicentric study

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年11月3日

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  • Saumya Singh,
  • Aditya Pratap Singh,
  • Anuj Singh,
  • Harendra Kumar,
  • Monika Sharma,
  • Neha Singh Chauhan

摘要

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.