Is Video-Assisted Teaching Better in Long-Term Retention of Learning

Abstract

Purpose: To analyze the results of lecture-room teaching compared to Video-assisted teaching in Hernia Surgery in terms of long term retention of knowledge and Staffing issues. Methods: Inguinal hernia surgery was taught to a batch of 25-medical students posted in surgery as traditional lecture teaching and this lecture was video-recorded. The students were assessed at the end of the lecture on inguinal hernia by 10 multiple choice questions. This group was again assessed at 3 months and 6-months by multiple choice questions. The next batch of 25 medical students were shown the previously recorded video of the lecture and their queries were answered after the end of the video lecture. The video lecture was edited slightly to give time for queries with in one hour of teaching time. This group was similarily reassessed. Results: There was no significant difference in correct response score at day 1, 94%-lecture-room-teaching v/s 97%-Video-assisted-teaching but at 3-months the correct response score was 56%-lecture-room-teaching v/s 78%-Video-assisted-teaching and at 6-months the correct response score was 44%-lecture-room-teaching v/s 73%-Video-assisted-teaching. The Staff input was reduced by 66% (2 staff hours-lecture-room-teaching v/s 6 staff hours-Video-assisted-teaching). Conclusion: Video-assisted teaching minimizes staff input, maximizes knowledge dispersion and helps in long term retention of learning.