ISSN: 2320-5407 Int. J. Adv. Res.

10(11), 1088-1092

Journal Homepage: -www.journalijar.com

Article DOI:10.21474/IJAR01/15769
DOI URL: http://dx.doi.org/10.21474/IJAR01/15769

RESEARCH ARTICLE
EFFECT OF VIDEO LECTURES IN COMPARISON WITH TEXT READING ON MEMORY
RETENTION AMONG MEDICAL STUDENTS: A RANDOMISED CONTROLLED TRIAL,
AURANGABAD, MAHARASHTRA, INDIA

Dr. Pooja H. Roy, Dr. Smita P. Andurkar, Dr. Mohan K. Doibale, Dr. Shailesh A. Kharatmol, Dr. Jyotsna S.
Waghmare and Dr. Anu Suresh
……………………………………………………………………………………………………....
Manuscript Info Abstract
……………………. ………………………………………………………………
Manuscript History Background:For most of the competitive exams, students have opted
Received: 28 September 2022 for online education rather than traditional modes of education. But
Final Accepted: 30 October 2022 very few studies are conducted on memory retention amongst students
Published: November 2022 with traditional study methods and this newer study method. So, this
research is aimed to compare the effectiveness of video modules and
Key words:-
Memory, Randomised Controlled Trial, conventional text reading methods on medical students’ memory
Video, Text, Medical Student consolidation.
Objectives:To compare the effectiveness of video lectures against
reading materials in memory retention among medical students.
Material & Methods:100 medical students after obtaining their
consent were included and randomized into two comparable groups.
The groups were given either a video or text-based learning module on
the demographic cycle. A test was held immediately, consisting of ten
multiple-choice. The test was repeated in the second and fourth week.
Both descriptive and inferential statistics were utilized. The mean score
difference between the video and control groups was determined using
a two-tailed unpaired t-test. Also, to test whether there were differences
in memory recall between the two genders, data were analyzed using
unpaired t-test.
Results:Participants from the video-based learning method had
statistically significant higher marks compared to participants who
underwent the text reading method. Female participants scored slightly
higher in memory recall.
Conclusion:Video-based learning method is more effective in medical
students’ memory retention compared to the text reading method.

Copy Right, IJAR, 2022, All rights reserved.

……………………………………………………………………………………………………....
Introduction:-
The ability to recall involves the process of bringing information stored in memory into conscious awareness during
simple expression, narration, and comprehension of information. 1 With the increased availability and speed of the
Internet come new ways of disseminating interactive multimedia learning modules and possibilities for integrating
information and communication technologies into other methods of teaching and learning. 2 Education means,
learning, teaching, or the process of acquiring skills or behavior modification through various exercises. 3 Education
is a dynamic process that has to be refined periodically. The lack of innovative teaching techniques in academics
makes medical curricula inadequate in making a significant stride toward the future. 4

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Corresponding Author:- Dr. Pooja H. Roy
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Medical education has changed significantly over time. The changes are linked not only to changes in educational
technology and the advancement of medical knowledge but also in educational concepts and curricula. 5
Traditionally, medical education meant the transferring of knowledge and skills from educators to students. Health
professionals enable students to contact their teachers and refer to the appropriate literature including oral and
practical techniques. The extended use of digital devices including laptops, tablets, mobile phones and smartphones
for many purposes influenced data sharing and experience distribution, including formal and non-formal education
in the last decades.6 Medical education is moving toward active learning, with different teaching and learning
techniques.7 Information and communication technology can be used as a powerful tool for improving the quality
and efficiency of education.8 To prepare qualified doctors for today’s environment in which the internet provides
ubiquitous digital information, the teaching methods used for educating and training medical school students should
be reconsidered. Offline learning, or traditional classroom teaching, represents teaching in the pre-internet era.9 For
most competitive exams, students have opted for online education rather than traditional modes of education. 10

Among the technological media available in education, videos stand out because of their easy accessibility and
unique capabilities, such as enabling the watching of cases repeatedly and providing comprehensive examples of
nonverbal behaviors through voice, text, and body language.7 Marrow, Prepladder, and Medscape are the top
medical applications used for NEET-PG preparation these days.11

Although in literature, video-based education has been used as an effective teaching tool for psychomotor skills
development in medical students, there is no clear evidence to show its superiority to increase the level of skill
acquisition among learners over traditional methods. This is since many of the previous studies used survey
questionnaires to assess the reaction and perceptions on acceptance, satisfaction, and usage of such tools among
learners.12 Hence, the present study was planned to assess knowledge retention following a text reading and
following a video-based lecture.

Methodology:-
This is a randomized controlled trial comprising two different groups of participants to determine any difference
between the retention ability for text reading and a video-based lecture.

The study was conducted from 1st August 2022 to 1st April 2022 at Government Medical College and Hospital,
Aurangabad, Maharashtra, India. The participants were 100 first-year medical students, consisting of 50 males and
50 females, who volunteered to take part in the study. The convenience sampling method was used to select the
participants. Informed consent from participants was obtained. The lottery method was used to assign the students to
their respective groups with equal numbers of males and females in each group thus, eliminating the selection bias.
Single blinding was done to eliminate any bias. The first group attended a video lecture on the demographic cycle
while the control group was given a text-based article on the same topic. The video was displayed twice which took
around 15 mins and text was given for 15 mins and students were asked to read it twice.

A test consisting of ten multiple-choice questions was held immediately after the session. An equal amount of time
was given to both groups thus. The test was repeated in the second and fourth week. One mark was given for each
correct answer. Continued follow-up of participants was done to avoid attrition bias. Therefore, there were no
dropouts.

Analysis:-
The data was processed in MS Excel. Both descriptive and inferential statistics were calculated. The mean score
difference between the video and text groups was determined using a two-tailed unpaired t-test. Also, to test whether
there were differences in memory recall between the two genders, data were analyzed using unpaired t-test. A P-
value of less than 0.05 was considered statistically significant.

Results:-
The total number of first-year medical students who agreed to participate in the current study was 100. Participants
were randomly assigned to either the text-reading group or the video-based lecture.

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Table 1:- Gender distribution according to the type of intervention (n=100).

Gender Text-reading n(%) Audio-visual n(%)
Male 25 (25%) 25 (25%)
Female 25 (25%) 25 (25%)
Total 50 (50%) 50 (50%)

Table 2:- Total marks of text reading group in comparison to the video-based lecture group at different time
intervals (n=100).
Groups Mean Standard p-value
deviation
Session 1(immediately)
Group 1(text reading) 9.08 0.88 0.09
Group 2(video lecture) 9.32 0.91
Session 2(Second Week)
Group 1(text reading) 6.78 1.15 0.001*
Group 2(video lecture) 7.52 1.11
Session 3(Fourth Week)

Group 1(text reading) 6.48 1.58 0.001*

Group 2(video lecture) 7.38 1.24

As shown in Table 2, the video group scored significantly higher than the text-reading group in the tests conducted
immediately, two weeks, and four weeks later. It also shows a marked progressive decrease in the mean score of the
text-reading group. The mean score also decreased in the video group but only slightly decreased in the subsequent
tests. The difference between the video-based learning method and the text-reading method was found to be
statistically significant in the second and fourth week.

Discussion:-
This study found that participants who had video-based lecture sessions had statistically significant higher marks in
single-response answer questions compared to participants who read the text. Similar findings were seen in the study
done by Vanichvasin P, Piller et al. 13,14Study done by Kamin C, et al. identified that the video was higher than the
text critical thinking ratio for undergraduate students.15 In contrast to this finding the study done by Borup J, et al. 17
and Woodham L A16, et al. suggested that the efficiency of text is more than the benefits of video.

Participants from the video lecture group retained the information to a higher degree and it was easier to recall
answers. These results support previous research in 2010 by Means et al. 18and multiple studies have shown that
video, specifically, can be a highly effective educational tool (Kay R H, 2012, Stockwell et al., 2015, Brame CJ,
2016, Slemmons K et al.).19, 20, 21, 22 A study on the text-based versus video discussions among graduate students
from a large private university in the United States and undergraduate students from an urban college in Canada
done by Murphy J, et al. In 2021 illustrated that students perceived more when using video-based discussions.23
Ludwig S, et al. suggested in their study to teach medical students wisely that video-based training is marginally
more effective than text-based training in the long-term retention of memory.24 Whereas, a study done by Paul J et
al. suggested there was no significant difference in student performance between online and face-to-
face learners.25Merkt et al. also found no difference in comprehension outcome between video and reading. 26

Conclusion:-
The video-based learning method is more effective than the conventional text-reading method on medical students’
memory retention. Hence The video-based learning method could be promoted in medical education as an additional
tool/teaching method to improve medical students’ memory retention.

Funding:
None.

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Conflict of interest:
None declared.

Ethical approval:
Institutional ethical approval was taken

Trial Registration:
Not applicable, because this article does not contain any clinical trials.

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