Integrating Multimedia In Anatomy: A Study On The Role Of Video Demonstration In Osteology Learning
DOI:
https://doi.org/10.69980/ajpr.v28i5.581Keywords:
Osteology, Anatomy Education, Multimedia Learning, Video Demonstration, Medical Pedagogy, Cognitive Load TheoryAbstract
Background: Traditional teaching techniques of osteology involving use of static models and lectures are prone to the risk of failing to impart the three-dimensional interrelationship amongst bone structures. This becomes especially challenging to the first year medical and dental learners who require to have clear knowledge of skeletal anatomy to be used in clinical practice.
Aim: The study was set out to evaluate the effectiveness of instructor-narrated video demonstration as an addition to the typical osteology teaching (instructor only) to enhance student comprehension, recall and interest.
Methodology: A prospective interventional study was carried out in a study population of 200 first-year MBBS and BDS students who were randomly assigned to form control (n = 100) and experimental (n = 100) groups. The conventional lectures and models of bones were used to instruct the control group; on the other hand, the experimental group was taught through the use of high-resolution video demonstrations. The results of learning outcomes were captured using pre- and post-tests, an OSPE and student-completed feedback questionnaire.
Findings: The experimental group showed exceptionally greater gain in post-test with a mean gain of 30.94 as opposed to the gain of the control group which was 14.2 (p < 0.001). There was also improvement in student remarks with regard to increase in clarity, interest and comfort to revise using video based learning.
Conclusion: The effect on the results of learning osteology using video demonstrations is vivid. It is proposed that multimedia tools be implanted in courses of anatomy with the idea being to facilitate more knowledge and interaction among learners.
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