Video-assisted teaching versus traditional didactic lecture in undergraduate psychiatry teaching.
Objectives: The objectives of this study are as follows: (1) To compare video-assisted teaching versus didactic lectures using the pretest and posttest. (2) To compare the feedback on the two teaching methods using a teaching feedback form. Materials and Methods: Two consecutive batches of 22 and 20...
| Publicado en: | Indian Journal of Psychiatry Vol. 61; no. 4; pp. 376 - 380 |
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| Autores principales: | , , , |
| Formato: | clinical trial research tables/charts Journal Article |
| Publicado: |
Wolters Kluwer India Pvt Ltd
Jul-Aug2019
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=137513213&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 137513213 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 00195545 GDJ jtl: Indian Journal of Psychiatry issn: 00195545 maglogo: N pubinfo: dt: Jul-Aug2019 vid: 61 iid: 4 pid: 16919 pub: Wolters Kluwer India Pvt Ltd artinfo: ui: 137513213 137513213 137513213 10.4103/psychiatry.IndianJPsychiatry_265_18 137513213 ppf: 376 ppct: 4 formats: tig: atl: Video-assisted teaching versus traditional didactic lecture in undergraduate psychiatry teaching. aug: au: Nongmeikapam, Mona Sarala, N Reddy, Mohan Ravishankar, S affil: Department of Psychiatry, Sri Devaraj Urs Medical College, University Department of Medical Education (UDOME), SDUAHER, Kolar, Karnataka sug: subj: Education, Non-Traditional Teaching Methods Education, Medical Psychiatry Education Outcomes of Education Human Videorecording Students, Undergraduate Students, Medical Pretest-Posttest Design Schizophrenia Bipolar Disorder Student Knowledge Descriptive Statistics Learning Methods Lecture Crossover Design Clinical Trials ab: Objectives: The objectives of this study are as follows: (1) To compare video-assisted teaching versus didactic lectures using the pretest and posttest. (2) To compare the feedback on the two teaching methods using a teaching feedback form. Materials and Methods: Two consecutive batches of 22 and 20 students, respectively, of the 3rd year medical undergraduate students posted to the department of psychiatry were included for the study. The first batch underwent video-assisted schizophrenia class and didactic lecture in bipolar disorder (BPAD). A crossover of the topics was done. The students underwent pretest and posttest for each topic using the same set of topic-specific validated multiple choice questions and also filled a prevalidated teaching feedback form for each class. Results: Difference between pre- and post-test scores after all classes was significant, indicating effective gain of knowledge by both methods. Feedback analysis indicated that most students favored video-assisted teaching (total mean feedback score – 61.99) compared to the conventional method (total mean feedback score – 60.58). Increase in mean feedback scores indicates the students' preference. Conclusion: Both didactic and video-assisted lectures were effective in terms of knowledge gained and students' feedback. Using video assistance as a complement to lectures and not to replace the traditional methods is the way forward. pubtype: Academic Journal doctype: clinical trial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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