Journal of Advances in Medical Education & Professionalism

The Role of Short Videos in Medical Training: Student Feedback and an Experiential Learning Perspective

DEEPIKA VELUSAMI; SHIVAYOGAPPA S TELI; KRISHNAMURTHY SOUNDARIYA; SENTHAMIL SELVI K; MANGANI MANGALAVALLI S

Volume 13, Issue 3 , July 2025, , Pages 249-253

https://doi.org/10.30476/jamp.2024.103929.2036

Abstract

Introduction: Medical education is shifting from traditional didactic lectures to student-centered interacting learning methodologies. Experiential learning, through the usage of multimedia ... Read More Introduction: Medical education is shifting from traditional didactic lectures to student-centered interacting learning methodologies. Experiential learning, through the usage of multimedia tools, has proven effective in enhancing engagement and learning outcomes. Kolb’s experiential learning theory was applied. The study explored the use of student-created videos as an experiential learning tool in first-year MBBS Physiology course. The aim of the study was to evaluate the experiential learning experience of the medical undergraduate students through their feedback.Methods: The educational interventional study was conducted at Sri Manakula Vinayagar Medical College and Hospital, Puducherry, India, from October 2021 to May 2022. All students of 2022 batch, that is, 150 first year MBBS students were divided into 30 small groups with 5 members in each group. Under the guidance of faculty members, the groups created short videos on the assigned physiological concepts, which were uploaded in Learning Management System (LMS)for peer and faculty review. A 15-day period was given for video preparation. A pre-designed 10 questions, Likert scale questionnaire, based on Kirkpatrick’s Model (Level 1), was used to collect data about the students’ learning experience. Open-ended questions were also administered. The questionnaire was validated by experts, with a Cronbach’s alpha of 0.98, ensuring its reliability. Quantitative data were analyzed using OpenEpi version 7.0, measuring the consensus score, and manual content analysis was performed on open-ended responses.Results: From 150 students, 30 videos were successfully submitted. The mean age of the participants was 18.23±0.87 years. Based on the consensus score for the feedback obtained by 138 students, it is reported that 84.22% of students felt more confident in their understanding of the physiological concepts they worked on, and 81.97% gave feedback that the video-making process allowed them to explore their topic deeply. The feedback highlighted the development of essential skills, including critical thinking, communication, and teamwork, with 79.82% recommending this method for future batches. Challenges included are the time-consumingnature of the task and a lack of technical knowledge about video editing software. The consensus analysis indicated strong agreement, reflecting positive reception. This study aligns with Kolb’s experiential learning theory, as students were engaged in all stages of the learning cycle—concrete experience (video creation), reflective observation (peer and faculty feedback), abstract conceptualization (topic research and content structuring), and active experimentation (video sharing and refinement).Conclusion: Student-created videos proved to be successful experiential learning strategy, enhancing both cognitive and practical skills. The activity promoted deeper engagement, critical thinking and facilitated deeper learning of the concepts. Despite few challenges, the method shows promise for wider adoption in medical curricula, supporting the ongoing transition to more interactive and student-centered learning approaches.

“Learning to Learn” – A workshop-based approach for enhancing learning skills of the first-year medical undergraduates

DEEPIKA VELUSAMI; SOUNDARIYA KRISHNAMURTHY

Volume 13, Issue 2 , April 2025, , Pages 117-122

https://doi.org/10.30476/jamp.2025.105025.2093

Abstract

Introduction: “Competency Based Medical Education” in the Indian undergraduate medical curriculum has demanded the medical students to be “Competent learners” ... Read More Introduction: “Competency Based Medical Education” in the Indian undergraduate medical curriculum has demanded the medical students to be “Competent learners” in addition to other explicit roles expressed by the regulatory body. Fostering the learning skills plays a major role in helping to attain clinical competence. Hence, this study aimed to implement and evaluate the effectiveness of an interactive “Workshop on Learning Skills” organized for the first-year medical undergraduates.Methods: A mixed-method study was carried out by the Medical Education Unit. Based on purposive sampling, 100 first-year undergraduates were included as the study participants. Aninteractive, activity-oriented workshop on the “Learning skills module” was conducted for the participants in small groups on textbook reading, note-taking, presentation skills, interpretation ofillustrations, and enhancing memory. The reaction of the learners and the retro-pre-evaluation of the learning skills were assessed using a self-administered questionnaire. Dennis-Congo’s studyskills inventory was administered before and readministered 10 months after the workshop. Quantitative data were analysed with Mean±SD, and a cluster analysis with frequency count was done for qualitative data.Results: Around 57% of the participants rated the workshop as “excellent”. There was a statistically significant difference (p<0.001) in the mean scores of the “Retro-Pre evaluation” on textbook reading, note-taking, presentation skills, interpretation of illustrations, and enhancing memory. However, there was no significant difference in Dennis Congo Study Skills Inventory scores. Students expressed practical difficulties in applying the learning strategies and demanded reinforcement and follow-up sessions to induce a strong behavioural change.Conclusion: The workshop-based approach in instilling learning skills is well received by the students. However, behavioural changes strongly demand reinforcement and follow-up sessions.

Evaluation of Competency-Based Medical Education (CBME) curriculum implementation for Phase II Medical undergraduates: A qualitative study

KRISHNAMURTHY SOUNDARIYA; ANANDABASKAR NISHANTHI; RAJALAKSHMI MAHENDRAN; MOUROUGUESSINE VIMAL

Volume 13, Issue 1 , January 2025, , Pages 36-48

https://doi.org/10.30476/jamp.2024.104312.2052

Abstract

Introduction: Implementing “Competency-Based Medical education” in Indian medical colleges has necessitated reengineering by the stakeholders at the institutes. Changes ... Read More Introduction: Implementing “Competency-Based Medical education” in Indian medical colleges has necessitated reengineering by the stakeholders at the institutes. Changes in the curriculum are usually inundated with challenges. The present study aimed to evaluate the implementation of the CBME curriculum for Phase II medical undergraduates in our institute.Methods: This qualitative study involved faculty members from Pathology, Microbiology, and Pharmacology teaching Phase II medical undergraduates, who participated in three focus groupdiscussions (one per department) to discuss the strategies and challenges in curriculum implementation. A gap analysis followed, with individual in-depth interviews with the departmental heads to identify solutions for the challenges. A review meeting was held with the dean, curriculum committee members, and phase II faculty members to finalize the action plan.Results: A total of 18 faculty members, predominantly females, in different age ranges (29 to 68 years) and teaching experiences (4 to 34 years) participated in this study. The faculty members have adopted various strategies for curriculum implementation such as preparing departmental planners, framing lesson plans, using interactive teaching-learning methods and e-learning, conducting self-directed learning sessions, ensuring alignment and integration, incorporating skill modules, ensuring student logbook maintenance, using appropriate assessment methods and implementing AETCOM modules. However, they faced challenges in implementing self-directed learning sessions, using e-learning platforms and recommended faculty development programs.Conclusion: Our study reveals that the paraclinical departments at our institute have taken appreciable steps in implementing the CBME curriculum for Phase II MBBS students, despite ongoing challenges. Addressing these challenges requires careful planning and evaluation, with faculty sensitization being crucial for smooth implementation. The key outcome of the study was establishing various subcommittees within the Curriculum Committee and Medical Education Unit to facilitate the implementation of various CBME components, supported by regular feedback mechanisms. Also, the action plan was shared with the Medical Education Unit to organize appropriate faculty development programs.

Implementation and Evaluation of Competency-based Medical Education in Phase I of Undergraduate Medical Curriculum

KRISHNAMURTHY SOUNDARIYA; GANAPATHY KALAISELVAN; MAHENDRAN RAJALAKSHMI; RAGHAVAN SINDHURI

Volume 10, Issue 4 , October 2022, , Pages 228-234

https://doi.org/10.30476/jamp.2022.94999.1616

Abstract

Introduction: Adaptation to the “Competency-based Medical Education” (CBME) is a major challenge faced by medicalcolleges all over India. Hence, the present study aimed ... Read More

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Author = KRISHNAMURTHY SOUNDARIYA

The Role of Short Videos in Medical Training: Student Feedback and an Experiential Learning Perspective

Abstract

“Learning to Learn” – A workshop-based approach for enhancing learning skills of the first-year medical undergraduates

Abstract

Evaluation of Competency-Based Medical Education (CBME) curriculum implementation for Phase II Medical undergraduates: A qualitative study

Abstract

Implementation and Evaluation of Competency-based Medical Education in Phase I of Undergraduate Medical Curriculum

Abstract