Enhancement of Student Centered Learning using Video Based Practical Demonstration in First Year Medical Undergraduates JC01-JC03
Dr. Santosh Laxman Wakode,
Associate Professor, Department of Physiology, AIIMS, Bhopal-462024, Madhya Pradesh, India.
Introduction: Recently, video demonstration or procedure video has been integrated into preclinical laboratory teaching and practical demonstrations. Although the computer assisted learning is introduced in to the medical institutions, there is no evidence that such move can improve student learning.
Aim: The present study was designed to compare the effectiveness of traditional physiology practical demonstration with computer assisted pre-recorded video demonstration of the same practical procedure.
Materials and Methods: Total 100 first year medical undergraduates participated in the study and was randomly assigned to two groups. The students in group 1 (n = 50) watched procedure video on the projector while students in group 2 (n = 50) attended a live demonstration of procedure performed by the same faculty for blood group determination. After completing the practical assignment, assessment was done for both groups according to pre-specified criteria. Subsequently studentís perception of their ability to perform practical activities was assessed on Likert scale with the help of questionnaire. Student's t-test was used for statistical analysis.
Results: Statistically significant difference was seen for two groups. On Likert type scale the procedure video learners (group 1) reported higher average score (3.34) than traditional live demonstration learners (group 2) (3.06), also the percentage of score achieved by video learners for assignment was higher. A 80% or above percentage score was achieved by 32 (64%) of group 1 learners where as only 21 (42%) of group 2 learners were able to achieve it.
Conclusion: Thus, a video based practical demonstration for laboratory teaching enables teachers to reflect on their teaching and promotes student-centered learning.