Impact of Video Based Learning on the Perfomance of Post Graduate Students in Biostatistics: A Retrospective Study

Video based lectures have shown to improve student’s learning output in various disciplines [1–7]. However, most of the research has focused primarily on videos as adjutants to traditional lectures [8–10]. This study is a unique attempt to evaluate the learning outcomes where in the entire biostatistics course was covered as video based discussions. Biostatistics is not taught as a part of the undergraduate dental curriculum and so is a good platform to evaluate teaching learning methods with minimal confounders [11,12]. Traditionally the subject of biostatistics is viewed by dental post graduates as a relatively difficult course [13,14]. Therefore the aim of this study is to analyse the impact of video based learning on the performance of dental post graduate students in their biostatistics course.

This study obtained permission from the Institutional Review Board of the University. (Saveetha University, Chennai, India). Biostatistics and Research methodology is taught one of the courses in many postgraduate programs in many countries [14–16]. In our Institution, biostatistics is taught as a short course in the first six months for 44 postgraduates. Until 2012, the course was taught as a series of lectures for students followed by a project and a descriptive exam (control group). In 2013 video based discussions were introduced for this course (test group). Here the lectures were replaced with video based discussions within the same teaching schedule. The videos were downloaded from “you tube” and were used to teach the Biostatistics subject. The sessions were much shorter and there was more time for discussions related to the topic. The videos that were downloaded and used along with teaching schedule are mentioned in [Table/Fig-1]. Each session began with a 1-2 minute introduction about the purpose of the lecture and a series of 4-9 minutes videos were played based on the schedule. Each video was followed by discussion which lasted for 5-10 minutes. After the completion of University exams, the performance of 2012 batch (control group) and 2013 batch (test group) were compared. The average marks secured by these students in their undergraduate examination were also collected from the office of the controller of exams with approval of Educational Review Board of the University in order to determine any difference in the academic potential of the two groups. The data were analysed using SPSS version 20 software package. Independent sample T-test was performed to compare the biostatistics score as well as their undergraduate examination scores.

The results of examination scores obtained are mentioned in [Table/Fig-2]. There was no significant difference (p=0.1) (Independent sample test) between the average undergraduate examination academic performance of the students in both groups. The mean biostatistics examination scores obtained by the students of the control group (Batch of 2012) were 53.48±8.38 and the mean undergraduate examination score obtained were 63.19±4.69. Similarly, the mean biostatistics score obtained by the students of the test group (Batch of 2013) were 66.60±8.92 and the mean undergraduate examination score obtained were 61.47±4.86. There was significant difference (p<0.001) (Independent sample test) between the performance of the two groups in the biostatistics examination.

The results of this study shows that there is a 13.12% increase in the mean performance of students who were taught biostatistics exclusively with video based discussions. Since there is no statistical difference in the mean undergraduate examination scores obtained by the students of both group, the observed difference in the scores can only be attributed to the change in the teaching methodology. Fischer et al., had noted the advantages of audio and video podcasts in higher education. They observed that audio and video podcasts can “provide students with the ability to learn on demand based on their own learning styles” and can also provide a mechanism that motivates students to “actively engage in the course content” [17].

The students in this study had also reported that the videos were also useful for quick revision during their examination preparation. This could be attributed to change in the trends and technology; where in today’s students are more digitally fluent managing numerous electronic devices including iPods, iPads, cell phones, internet and televisions [18]. The students largely use the video/audio pods for reviewing in future; the concepts presented in lectures that they had previously attended [19–21]. This could explain the better performance of the test group observed in this study. With respect to Dentistry, Brittan et al., has reported that video podcasts helped the students in revision more effectively than the textbook [19]. The difficulty of the examination questions could have been confounding and greatly impacted the results of the study. However this is unlikely because the University has an organized question bank with structured answer keys that are given to the students in the beginning of all courses. All the students in this study had no previous exposure or knowledge on the applied biostatistics covered in this course and hence, it could not have affected the results of this study.

As there is growth in the available literatures on the usage of podcasts in education, there is mixed response on the acceptability of this mode of learning. Deal and Lazzari found no significant improvement on student grades [22,23] whereas McKinney found that students only benefitted from podcasts when they took notes and listened to the podcast many times [21].

The limitations of the study include the use of retrospective control group. A prospective randomized controlled trial could have improved the validity of the results. However this may be difficult to achieve due to our small sample and logistical reasons. The portions covered in this course was limited to the applied aspects of biostatistics and so effect of video based discussions on the mathematical aspects of biostatistics was not interpreted.

Within the limitations of this study, we believe that the video based discussions seem to significantly improve the student performance in biostatistics when compared with traditional lecture based teaching.

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