Video- or text-based e-learning when teaching clinical procedures? A randomized controlled trial.

Area of Science:

• Medical Education
• Digital Learning Technologies
• Clinical Skills Training

Background:

• E-learning is increasingly utilized in medical education.
• The effectiveness of different e-learning formats for clinical skills is not fully understood.
• Optimizing digital learning tools is crucial for medical training.

Purpose of the Study:

• To compare the efficacy of video-based versus text/picture-based e-learning modules for teaching clinical skills.
• To evaluate the impact of e-learning format on both immediate and delayed retention of clinical skills.
• To assess differences in theoretical knowledge acquisition between the two e-learning formats.

Main Methods:

• Sixty medical students were randomized into two groups.
• One group received video-based e-learning, the other text/picture-based.
• Participants underwent theoretical and practical examinations, with a follow-up test after one month.

Main Results:

• Video-based e-learning group showed superior performance in practical examinations (P<0.001 primary, P<0.01 follow-up).
• No significant difference in theoretical knowledge on the primary test.
• Video group demonstrated better theoretical knowledge retention at follow-up (P=0.04).

Conclusions:

• Video-based e-learning is more effective than illustrated text-based modules for teaching practical clinical skills.
• Digital learning formats significantly impact skill acquisition and retention in medical students.
• Tailoring e-learning content to practical skill development enhances educational outcomes.