Smartboard for PowerPoint-based lectures in undergraduate paediatric education: A randomised controlled trial

Area of Science:

• Medical Education
• Educational Technology
• Pediatrics

Background:

• Limited evidence exists on interactive digital tools like smartboards in low- and middle-income countries (LMICs).
• Smartboards are increasingly adopted in education, necessitating evaluation of their effectiveness.
• This study addresses the gap by comparing smartboard and PowerPoint teaching in undergraduate paediatrics.

Purpose of the Study:

• To compare the effectiveness of smartboard-based versus PowerPoint-based teaching in undergraduate paediatrics.
• To assess the impact on knowledge retention and learner engagement.
• To evaluate the utility of interactive digital tools in LMIC educational settings.

Main Methods:

• A single-centre, open-label, parallel-group randomised controlled trial involving 360 MBBS students.
• Participants were stratified by academic year and baseline scores, then randomised to smartboard or PowerPoint groups.
• Knowledge retention was assessed via objective structured clinical examinations (OSCEs) at immediate, 1-month, and 2-month follow-ups; learner engagement was measured through feedback.

Main Results:

• Immediate OSCE performance was comparable between groups (P=0.29).
• Smartboard use led to significantly higher knowledge retention at 1-month follow-up (P=0.028) and 2-month follow-up for third- and final-year students (P=0.002, P=0.049).
• Students reported greater engagement, attention, and recall with smartboards; faculty rated smartboards higher for engagement but preferred PowerPoint for preparation ease.

Conclusions:

• Smartboard-based teaching demonstrably enhances long-term knowledge retention and learner engagement compared to PowerPoint in paediatric medical education.
• Interactive digital tools show promise for improving learning outcomes in LMIC settings.
• Smartboards are particularly beneficial for senior students and long-term knowledge recall.