Abstract
Video-learning (in the form of video films), when properly integrated into the curriculum, can make learning much more engaging and successful for medical and healthcare students. The aim of the present study was to compare the efficacy of learning practical skills (Holter placement) in Nursing students. The students were divided into two groups of 8 students each. The first group was given an algorithm on paper, and the second group - a specially made video film. The results showed that the acquisition of this medical manipulation was more effective in the students having access to the video film. 87.5% of the students who watched the film did well on the post-test, compared to 50% of the second group (P less than 0.05). Students learning through a video lesson show higher satisfaction and retention of knowledge and skills. The results of the current study found that video triggers can be used effectively to capture learners' attention and deliver a visual lesson. However, threshold motivation is required for active learning to be successful.
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