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Video-Assisted Instruction Versus Simulation-Based Mastery Learning for Lumbar Puncture Skill Development in
Archana Bhat1, Vijay Sundarsingh2, Manoj Kumar2
1Department of Internal Medicine, Father Muller Medical College, Mangalore, IND.
Cureus
|January 16, 2026
Summary
Video-assisted instruction quickly improves lumbar puncture (LP) skills, but simulation-based mastery learning (SBML) offers better long-term retention for medical students. Combining both methods enhances procedural competency.
Area of Science:
- Medical Education
- Surgical Skills Training
- Procedural Competency Assessment
Background:
- Lumbar puncture (LP) is a critical but challenging medical procedure.
- Undergraduate medical training offers limited opportunities for practicing LP.
- Video-assisted instruction and simulation-based mastery learning (SBML) are potential training solutions.
Purpose of the Study:
- To compare the effectiveness of video-assisted instruction versus SBML for undergraduate lumbar puncture training.
- To assess immediate and long-term retention of procedural skills and knowledge acquisition.
Main Methods:
- A randomized study involving 30 final-year MBBS students comparing video-assisted instruction and SBML.
- Knowledge assessed via questionnaire; procedural skills evaluated using Objective Structured Assessment of Technical Skills (OSATS) at immediate and 2-week follow-up.
- Data analyzed using mixed-design ANOVA and paired t-tests.
Main Results:
- Video-assisted instruction yielded higher immediate OSATS scores (p=.004).
- SBML showed improved scores at 2-week follow-up with superior retention (114% vs 91%).
- Both groups demonstrated significant knowledge gains (p=0.017).
Conclusions:
- Video-assisted instruction enhances initial lumbar puncture skill acquisition.
- SBML promotes better long-term retention of procedural skills.
- Integrating both methods into curricula may optimize student competency and patient care.
