VIDEO-AIDED LEARNING EFFICIENCY IN ELUCIDATING PHYSIOLOGICAL CONCEPTS USING KIRKPATRICK’S MODEL
DOI:
https://doi.org/10.69656/pjp.v21i4.1893Keywords:
Effectiveness, Kirkpatrick’s Model, Video-Assisted learningAbstract
Background: The use of video-aided learning is increasingly adopted in medical education to simplify complex physiological concepts and improve student engagement. Despite its growing use, systematic evaluation of its educational impact remains limited. Objective was to evaluate the effectiveness of video-assisted learning in the elucidation of physiological concepts using Kirkpatrick’s Model. Methods: A total of 84 medical students in 1st year MBBS were included in the study. At the end of the Musculoskeletal module, a pre-test of 25 MCQs was conducted. The pre-test was followed by a video session comprising the same topics being asked in the pre-test. After that, a post-test of the same 25 MCQs was given. A feedback proforma was filled out by all participant students. Data was analyzed on SPSS-25. Scores of pre- and post-test were compared using paired sample t-test and a p?0.05 was considered statistically significant. Data obtained from feedback from students for closed-ended questions was expressed as percentages, whereas, the data obtained for open-ended questions was thematically analysed. Results: The post-test scores of the participants were significantly higher statistically (p=0.000) compared to pre-test responses. Most of the students agreed that the video session was an effective way of clearing concepts of physiology. Conclusion: Teaching physiology by using video sessions as a tool was found very beneficial for understanding and clarification of concepts.
Keywords: Effectiveness, Kirkpatrick’s Model, Video-assisted learning
Pak J Physiol 2025;21(4):44–8, DOI: https://doi.org/10.69656/pjp.v21i4.1893
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