Natl. J. Physiol. Pharm. Pharmacol.(2025), Vol. 15(5): 287-294

Original Research

10.5455/NJPPP.2025.v15.i5.2

Impact of innovative video-based learning on the academic performance of phase II Medical Students at a Medical Institute, Tamil Nadu, India

Vishwasrao Sunil Mhatarba^1*, Vishwasrao Sufala Sunil², and Amar Nagesh Kumar³

¹Department of Pharmacology, Karpaga Vinayaga Institute of Medical Sciences and Research Centre, Chengalpattu, India

²Department of Anaesthesiology, Karpaga Vinayaga Institute of Medical Sciences and Research Centre, Chengalpattu, India

³Department of Biochemistry, Vels Medical College and Hospital, A Unit of VISTAS, Chennai, India

*Corresponding Author: Vishwasrao Sunil Mhatarba. Department of Pharmacology, Karpaga Vinayaga Institute of Medical Sciences and Research Centre, Chengalpattu, India. Email: sunilpharmac2 [at] gmail.com

Submitted: 04/02/2025 Accepted: 22/04/2025 Published: 31/05/2025

---

Abstract

Background: There is a notable change in the medical curriculum in 2019. Adopting competency-based medical education has placed students in a central place with a primary focus on flexibility, knowledge application, and outcome-based curriculum. Innovative teaching–learning (TL) has gained much importance in recent years. Innovative video-based TL methods are used in the medical and paramedical professions to primarily address the psychomotor and affective domains, whereas the cognitive domain is not assessed to that extent. In addition, to understand the subject in depth, innovative strategies have a higher edge over conventional TL techniques. The present study aimed to compare the impact of video-based TL against conventional TL methods and to analyze students’ perceptions of novel TL methods.

Aim: This study aimed to assess the impact of video-based modules by comparing the academic performance of students using video-based learning versus conventional PowerPoint-based learning and analyzing students’ perceptions regarding video-based learning as a teaching tool.

Materials and Methods: An audio-visual module consisting of the mechanism of action of Tetracyclines and Fluoroquinolones of 15 minutes duration each was developed using novel techniques and validated by 20 experts using a 5-point Likert scale with a standard predefined criterion.

Results: The mean posttest scores between the groups immediately after the session and 2 months later were higher in the video-based TL method. The result was statistically significant (p < 0.001). The difference in mean test scores (3.98) among the video-based TL groups was statistically significant (p < 0.01). More than 75% of students agreed that innovative video-based TL enhanced their learning experiences and helped them better understand the concepts.

Conclusion: The present study concluded that innovative teaching methods improve academic performance and, enhance student engagement and retention time.

Keywords: Education, Video-based learning, PowerPoint learning, Students’ perception, Retention time.

---

Introduction

Medical education has evolved significantly in the last two decades, with a noticeable shift from conventional teaching–learning (TL) methods to innovative and technology-based TL approaches. This change has been more pronounced after the COVID-19 pandemic, when medical schools around the globe started adopting smart classroom teaching rather than classroom teaching. The National Medical Commission has recently revised the undergraduate curriculum to produce Indian Medical Graduates with the required competencies, which include being a leader, clinician, communicator, lifelong learner, professional, researcher, and critical thinker (National Medical Commission. 2019).

Students of today’s generation have grown up with technology. The upgraded technology in education helps improve TL strategies to enhance students’ learning experiences and performance. Innovative TL methods often suit students to maximize their potential and facilitate a deeper understanding of the concepts (Bhardwaj, 2019). Various innovative educational videos that are primarily focused on disease awareness and preventive practices are currently available. These studies aim to assess the affective and psychomotor domains of Miller’s pyramid (Alves et al., 2015; Campos et al., 2021; Joseph, 2020).

Even though video-based modules are used to assess psychomotor and affective domains, there is a critical need to develop specialized modules targeted at the cognitive domain and simplify the difficult concepts of pharmacology. These modules can facilitate active learning and long-term knowledge retention with ease of understanding (Bhardwaj, 2019).

The present study was planned to address this concern with the objective of assessing its impact on academic performance and to observe the acceptance of students during the implementation of the innovative TL methodology in second-year MBBS students.

---

Aims and Objectives

Aim

Develop and validate a video-based learning module to assess its effectiveness in second-year MBBS students.

Objectives

To compare the impact of video-based learning versus conventional PowerPoint-based learning on student academic performance.

To analyze students’ perceptions of video-based learning as a teaching tool.

---

Materials and Methods

Study settings

The study was conducted among II MBBS students at the Karpaga Vinayaga Institute of Medical Sciences and Research Center from March 2024 to July 2024 after receiving ethics committee approval (IEC Ref. No. KIMS/F/09/03/2024). Students were informed that their participation in the study was entirely voluntary. A written informed consent was obtained from all the participants and the identity of the participants was kept confidential throughout the study.

Fig. 1. Innovative methods used in video-based teaching learning method. 1A. Steps of protein synthesis explained using small ballons, 1B. Simulated m-RNA for MOA of Tetracyclins, 1C. Representation of daughter cells to explain MOA of Fluoroquinolones, 1D. Representation of DNA supercoiling.

Development and validation of the video module

A formal discussion of the project was held with the head of the department. The two videos on the mechanism of action (Tetracyclines and Fluoroquinolones) of 15 minute duration each were developed by using innovative ideas that are described briefly here. “Prior to video development, the script was meticulously prepared, consisting of minor elements to ensure adequate coverage of the topic.” To explain the mechanism of action (MOA) of Fluoroquinolones, supercoiling of DNA was demonstrated using twisted electrical wires. DNA nicking was demonstrated by cutting off wires using a scissor and resealing the wires using a sticking material. The daughter DNA separation module was prepared using a rubber band, and the MOA was discussed in detail. To explain the MOA of tetracyclines, m-RNA and t-RNA were prepared from hard materials. Small-sized balloons were made to represent anticodon with amino acids, and phases of protein synthesis were explained before discussing the mechanism of action (Fig. 1A–D).

The proposal was discussed at the MEU meeting for validation of the video. The validation was performed by 10 MEU members and 10 subject experts (Campos et al., 2021; Magnabosco et al., 2023). The videos were shown to the experts in person or sent through the mail and were requested to be evaluated using a Likert scale based on the following predefined criteria (Ferreira et al., 2015).

1. The objective of the video: The video fulfills the purpose.

2. Content: Is the information adequate or not?

3. Relevance of the topic: Importance of the topic (must know, desirable to know, or nice to know).

4. Verbal language: The language is simple, clear, and audible.

5. Clarity: The concept was clearly explained and was easy to understand.

After the assessment, the experts were asked to record their opinions and categorize the validation decisions into one of the following categories:

• Approved

• Approval with modification

• Rejected with positive feedback

• Rejected

Out of 20 experts, 19 approved videos without any critical remarks, indicating a high level of acceptance, while one member recommended adding an introductory segment for better understanding.

Questionnaire development

10 MCQs were prepared on the given topic and used for the pretest and posttest. An additional Google Form was used to record the students’ perceptions of the innovative TL method.

Sample size calculation

Sahu and John (2021) reported the mean comparison of pretest and posttest scores of conventional and video-based lectures for medical college students. Mean and SD difference between Group 1 (21.16 ± 6.97) and Group 2 (16.51 ± 5.63) in the Indian Journal of Physiology and Pharmacology. Based on this as a reference and a 95% confidence interval, the mean difference between the two groups was 1.5, and the minimum sample size was 135 ~ 138.

Sampling and randomization

A total of 138 students were divided into two equal groups using the block randomization technique (Block of six: AABB, ABAB, ABBA, BAAB, BABA, BBAA). Group A was exposed to video-based innovative TL, whereas Group B was assigned to conventional PPT-based TL (Fig. 2). All participants had no prior knowledge of the subject topic and were not motivated either in the experimental group or the conventional TL group. Participants were further subjected to pretest MCQs to determine their basic knowledge of the subject. Post-testsMCQs were administered immediately after the session and 2-months later to assess academic performance, including knowledge retention.

Statistical analysis

A paired t-test was used for intragroup analysis, and an unpaired t-test was performed for between-group analysis. Student feedback was collected via Google Forms, and data were represented graphically using a pie chart.

Fig. 2. Flow chart illustrating participant recruitment, randomization and data analysis.

Table 1. Post-test scores between the groups after the session (Unpaired t-test).

Table 2. Post-test scores after 2 months between the groups (Unpaired t-test).

Table 3. Video-based teaching group. Paired t-test. N=69.

Table 4. Power point-based teaching method group. Paired t-test. N=69.

Ethical approval

The study was approved by the institutional ethics committee of IHEC on 09/03/2024 (IEC Ref. No. KIMS/F/09/03/2024).

---

Results

The mean posttest scores between the groups immediately following the session were significantly higher in the video-based TL method than in PowerPoint Learning (p < 0.001) (Table 1). The mean posttest scores between the groups after 2 months remained higher in video-based teaching learning than the conventional PowerPoint Learning (p < 0.0001) (Table 2). The difference in the mean test scores (3.98) within the video-based TL group was statistically significant (p < 0.01) (Table 3). However, no statistically significant difference in the mean test scores (3.52) within the group in PowerPoint-based TL (p=0.83) (Table 4).

The students’ perceptions of innovative TL are listed in tabulated form (Table 5) and represented as a pie chart (Figs. 3 and 4). All the participants in group A were provided with a Google Form to share their feedback about the novel TL method. In response to the survey, 73% felt that innovative teaching–learning is fun and interesting, and 69% agreed that the new TL strategy stimulated their learning. Regarding the acceptance of the novel TL method, 71% expressed a positive view, while 26% expressed a neutral view. Approximately 72.5% of students agreed that novel TL enhanced their self-directed learning, and 84% indicated that they would use novel TL methods during their seminar presentations.

---

Discussion

In the present study, researchers have analyzed the academic performance of II MBBS students using pretest and posttest scores. As shown in Tables 1 and 2, the mean scores following the session and after 2 months were higher in the experimental group (8.48 and 6.46) than in the conventional TL group (7.60 and 5.16). The p value was highly significant in posttest scores (p < 0.001), suggesting that students exposed to the video-based TL group outperformed students of the Conventional TL group. The findings of the study are parallel to a study conducted by Taga (2024), where they analyzed the impact of video lessons on the academic achievement of Grade 12 students and concluded that students with video-based learning had higher academic achievement. In another study, conducted by Wiafe et al. (2025), who performed a randomized controlled trial to compare and evaluate three cognitive levels of learning, including knowledge, understanding, and application using virtual reality (VR), augmented reality (AR), online video platforms, and conventional classroom learning (control). There was no significant difference between VR, AR, and YouTube videos; however, AR showed the highest impact on the cognitive level of understanding. This is because AR can project 3D models and incorporate simulations that can help learners better understand the concept. The video-based module prepared in the present study also includes expanded simulations for better comprehension. A study conducted by Joseph (2020) concluded that innovative TL enhances attention span and retention of facts. Arya A and Sing S (2024) conducted a study to assess communication skills using an innovative TL approach and found that there was a significant improvement in post-test scores. Similar results were observed in the present study, in which the cognitive component was more focused.

Table 5. Student’s perceptions: recorded through Google Forms.

Fig. 3. 3A. Innovative video-based TL is more engaging than conventional TL methodology, 3B. Video based TL creates interest and develops passion for learning.

Fig. 4. 4A. Innovative TL compliments SDL, 4B. Acceptability of video-based TL as novel way of teaching, 4C. Applicability of innovative TL tool for seminar and symposium.

The results from Figures 3 and 4 indicate that more than 75%–80% of students agreed on the enhancement of learning experiences while using an innovative video-based TL approach. Ashour, et al. (2023) conducted a satisfaction survey on video-based learning and face-to-face lectures among 487 medical students, and the results revealed that participants perceived greater benefits in terms of learning and assessment outcomes. Similar results were found in the present study, with a smaller sample size (138). Another research evaluating the importance of innovative TL methods found that more than 70% of participants strongly agree that innovative TL is goal-oriented, facilitates problem-solving, and enhances learning through observation techniques (Jayalaxmi, 2016). A study was conducted to assess the effect of innovative large-group teaching, in which 90% of students agreed that the newer TL methodology has created interest and facilitated a better understanding of the concepts (Bhuvaneshwaran et al., 2021). These findings align with the findings of the present study, in which, 82% of students mentioned that the video-based TL approach created interest and enthusiasm.

A potential explanation for higher video-based learning scores is the increased attention span (Joseph, 2020). The students were motivated by audiovisual stimuli that created enthusiasm and passion for learning. The learners were able to concentrate more on the subject and progress to deeper learning (Arya A and Singh S,$ 2024).

Even though the results of the present study are promising, we were able to find a few limitations. The study was conducted at a single center hence, its results cannot be generalized. Multi institutional studies are recommended to validate these findings. Furthermore, considering the heterogeneity of the student population, innovative strategies implemented in phase II MBBS may not yield the same acceptance in other phases. The instructor bias was observed and was reduced by using standard notes to deliver the content in both groups that were involved in the TL process. The preparation of the video, validation, and editing processes are resource-intensive and time-consuming, limiting the applicability of this method in daily practice. These constraints can be mitigated by integration with hybrid models.

The findings of the present study are supported by Meyer’s multimedia theory (Meyer, 2024). Video-based TL is based on dual channel assumption theory, which is based on the fact that students learn better when word and visual media are used. As per the limited capacity assumption theory, when animations are presented to learners, a few images go into the learners’ working channels. He understands better and reflects better. However, when narration is presented, the learner retains only a few words, affecting overall comprehension. According to the active processing assumption theory, the innovative video presented with visuals and animation enhances cognitive learning. The innovative TL helped students become actively involved (75%–80%) in cognitive processes so that they could prepare their minds and pay further attention to TL sessions (Mayer et al., 2014; Mayer and Fiorella, 2021). The academic achievements of the students in the experimental group can be explained by cognitive load theory, a theory related to working memory. There are three types of cognitive load: Intrinsic cognitive load related to the difficulty of the subject, extraneous cognitive load elicited by instructional material, and germane cognitive load related to the development and automation of teaching plans (Sweller, J and Chandler, P. 1991, Ton, de, J. 2010). In video-based learning, higher post-test scores may be due to the simplification of difficult topics and more efficient delivery of learning content.

---

Conclusion

Although video-based learning is effective, video preparation, editing, and formatting are tedious processes. Considering potential advantages, institutions may adopt best practices for creating 15-minute video-based content to teach in the classroom and upload on learning management systems for students’ benefit. Hybrid learning approaches combining video-based learning and conventional methods might be convenient for teaching difficult concepts and engaging learners in problem-solving areas.

This study concludes that implementing innovative teaching methods can enrich student engagement, enhance learners’ interest, and enthusiasm, and inspire their passion for learning. The innovative TL approach enhances retention time by acquiring a deeper understanding of the concepts. The present study showed that students had more preference toward innovative TL strategies when learning complex topics.

---

Acknowledgments

We thank the Management, MEU, and Second MBBS students of the Karpaga Vinayaga Institute of Medical Sciences and Research Center for their support. We also thank the team of the Medical Education Unit, SRMC, Porur for their guidance.

Conflict of interest

None declared.

Funding

No external funds were received for this project.

Author’s contribution

Vishwasrao Sunil Mhatarba: Development and approval of video-based modules, study planning, implementation, data collection, and transcript writing.

Vishwasrao Sufala Sunil: Support in approval of video-based modules, data analysis, and critical appraisal of manuscript.

Amar Nagesh Kumar: Critical appraisal of the manuscript, document preparation, feedback on video-based module.

Data availability

The data are available in softcopy format.

---

References

Alves, L., Andressa, P.R., Emanuella, S.J., Cunha, F. da N. and Lorena B.X. 2015. Validation of educational video to promote self-efficacy in preventing childhood Diarrhea. Health. 07(02), 192–200.

Arya, A. and Singh, S. 2024. Comparison of conventional small group teaching with skill-based teaching in the proper use of drug delivery systems in phase II MBBS Students of a Medical College in New Delhi, India: a randomised, crossover experimental study. J. Clin. Diagn. Res. 18(1), 1–7.

Ashour, O., Alkhatib, A.M., Zureikat, Q.A., Al-Shaikhli, M., Ata, B.B., Massad, T., Al-Huneidy, L., Al-Sabbagh, M.Q. and Al-Ani A. 2023. Investigating medical students’ satisfaction towards video-based learning versus face-to-face lectures: a Jordanian tertiary teaching hospital experience. Korean J Med. 35(1), 21–32.

Bhuvaneshwaran, B.A., Geetharani, C. and Selvakumar. 2021. Effect of innovative large group teaching methods on students learning compared to traditional lectures. Int. J. Med. Res. Health Sci. 10(7), 19–25.

Bhardwaj, S. 2019. Impact of innovative process in teaching—learning. Amity J. Computational Sci. 3(2), 19–23.

Campos, D.C., Silva, L.F., Reis, A.T., Góes, F.G.B., Moraes, J.R.M.M. and Aguiar, R.C.B. 2021. Development and validation of an educational video to prevent falls in hospitalized children. Texto. Contexto. Enferm [Internet]. 30, e20190238; doi:10.1590/1980-265X-TCE-2019-0238

Ferreira, M.V., de, Godoy. S., de, Góes, Fdos, S., Rossini, Fde, P. and de, Andrade, D. 2015. Lights, camera and action in the implementation of central venous catheter dressing. Rev. Lat. Am. Enfermagem. 23(6), 1181–1186.

Jayalaxmi. 2016. Importance of innovative teaching methods an evaluative study of traditional and modern teaching techniques - a survey. IJCRME. 1(1), 250–256.

Joseph, N. 2020. Innovative teaching learning methods for health professional educators—experiences shared by participants during an online learning forum. South-East Asian J. Med. Educ. 14(2), 129–136.

Magnabosco, P., Godoy, S., Mendes, I.A.C., Raponi, M.B.G., Toneti, B.F. and Marchi-Alves, L.M. 2023. Production and validation of an educational video on the use of the Z-Track Technique. Rev. Bras. Enferm. 76(2), e20220439.

Mayer, R.E., Lee, H. and Peebles, A. 2014. Multimedia learning in a second language: a cognitive load perspective. Appl. Cognitive Psychol. 28(5), 653–660.

Mayer, R.E. 2024. The past, present, and future of the cognitive theory of multimedia learning. Educ. Psychol. Rev. 36, 8. doi: 10.1007/s10648-023-09842-1

Mayer, R.E. and Fiorella, L. 2021. The Cambridge handbook of multimedia learning, 3rd ed. Cambridge, UK: Cambridge University Press.

NMC, www.nmc.org.in, Available from:https://www.nmc.org.in/curriculum https://www.nmc.org.in/curriculum (Accessed 3 February 2024).

Sahu, S. and John, J. 2021. To play or pause: video-based or conventional lectures in medical classrooms. Indian J. Physiol. Pharmacol. 65(1), 55–59.

Sweller, J. and Chandler, P. 1991. Evidence for cognitive load theory. Cogn. Instr. 8, 351–362.

Taga, James, Russo. 2024. Comparing the effects of video lessons and conventional classroom teaching on the academic achievement of grade 12 learners. Int. J. Acad. Multidiscip. Res. 8(9), 144–50.

Ton, de, J. 2010. Cognitive load theory, educational research, and instructional design: some food for thought. Instr. Sci. 38, 105–134.

Wiafe, I., Ekpezu, A.O., Gyamera, G.O., Winful, F.B.P., Atsakpo, E.D., Nutropkor, C. and Gulliver, S. 2025. Comparative evaluation of learning technologies using a randomized controlled trial: Virtual reality, augmented reality, online video platforms, and traditional classroom learning. Educ. Inf. Technol. doi: 10.1007/s10639-024-13221