Video demonstration as a teaching-learning method for a core clinical skill among undergraduate medical students: An interventional study

Abstract

Background: Video demonstration is a method which can address teaching clinical skills to an increased number of students with minimal resources and also provides uniformity in the teaching method. Video-based learning has been shown effective in clinical skills training among medical undergraduates. Aims and Objective: The aim of the study was to evaluate the effectiveness of video demonstration as teaching-learning method for clinical skills training for 1st-year undergraduate medical students. Materials and Methods: An interventional study was conducted with a control group among 1st-year MBBS students (211). Students were grouped into intervention (105) and control group (106). Clinical demonstration of “Recording of Blood Pressure (BP)” was video recorded and demonstrated to the intervention group in addition to the small group clinical skills training, whereas the control group had the traditional instruction method. The effectiveness was assessed using objective structured practical examination. Feedback was also obtained from the intervention group regarding the innovative teaching using video demonstration. Results: Students in the intervention group (31.8 ± 6.3) scored significantly higher than the control group (29.7 ± 8.1 *). OSCE scores were significantly higher among the students with low academic scores in the intervention (31.5 ± 5.5*) when compared to the control group (31.5 ± 5.5*). 95% of students felt that video demonstration was clear, informative, and useful. Conclusion: A video-based teaching tool for clinical skill training (BP measurement) for undergraduate students has been prepared to bring uniformity in the teaching of clinical examination skills. This intervention has enhanced the core clinical skill (BP measurement) of the undergraduate students especially the students with low scores.