The effects of video podcast on learning among midwifery students: A randomized controlled trial

Abstract

Background: Although some studies examined the challenges of using podcasts, there is limited information about the effects of video podcasting on learning outcomes. Objectives: The purpose of this study was to compare the effects of video podcasting and lecture on learning among midwifery students and to assess their satisfaction with podcasting. Methods: This was a randomized controlled crossover trial. Five-semester baccalaureate midwifery students of a class were randomized into two seventeen-person groups to receive education about gynecological diseases in two sessions. In the first session, students in Group A received educational materials through lecture, while their counterparts in Group B received the same materials through video podcasting. In the second session, held 1 week after the first session, students in Group A received educational materials through video podcasting, while their counterparts in Group B received the same materials through lecture. Students' learning and satisfaction were measured via multiple choice questions and a satisfaction questionnaire, respectively. The paired- and the independent-sample t-tests were used for within- and between-group comparisons, respectively. Results: Both lecture and video podcasting significantly increased the mean score of students' knowledge. However, between-group difference respecting the posttest mean score of knowledge was not statistically significant (15.3 ± 2.3 vs. 14.5 ± 2.7; P = 0.35). Students were satisfied with video podcasting though they believed that it cannot completely replace traditional lecture. Conclusion: Video podcasting has the same effects as lecture on learning outcomes among midwifery students. It can be used as a complement to lecture.