Comparative Study of Conventional and App- and Video-Based Learning in Medical Education

This study compares the effectiveness of conventional lecture-based teaching with app- and video-based learning methods in Biochemistry education for first-year MBBS students. Sixty students were randomly assigned into two groups: Conventional Learning Group (CLG) and App- and Video-Based Learning Group (AVLG). Knowledge acquisition was assessed through pre-tests, post-tests, and delayed retention tests. Results revealed significant improvements within both groups, with no major statistical differences overall, though conventional methods showed slight superiority in one topic. Student feedback highlighted the flexibility and visual clarity of digital tools, alongside the structured guidance of classroom teaching. The findings support a blended approach that integrates digital resources with traditional pedagogy to optimize engagement, retention, and performance.

Medical education, Biochemistry, Conventional teaching, App-based learning

1. Kazi RNA, El-Kashif MML, Kolhar M. A comparative study of learning outcomes between video-based and traditional lecture-based teaching in physiology. Bangladesh J Med Sci. 2021;20(4):833–9. [Google Scholar] [Crossref]

2. Nikopoulou-Smyrni P, Nikopoulos CK. Evaluating the impact of video-based versus traditional lectures on student learning. Educ Res. 2010;1(8):304–11. [Google Scholar] [Crossref]

3. Sharma AK, Sharma HR, Choudhary U. E-Learning Versus Traditional Teaching in Medical Education: A Comparative Study. JK Sci. 2020;22(3):137–40. [Google Scholar] [Crossref]

4. Ellaway R, Masters K. AMEE Guide 32: e-Learning in medical education Part 1: Learning, teaching and assessment. Med Teach. 2008;30(5):455–73. [Google Scholar] [Crossref]

5. Clarke AA, Somerset L, Parker OG. Assessing the effect of video-based versus traditional lectures on student education. Int J Educ Res Rev. 2015;3(6):366–72. [Google Scholar] [Crossref]

6. Choi HJ, Johnson SD. The effect of problem-based video instruction on learner satisfaction, comprehension and retention in college courses. Br J Educ Technol. 2007;38(5):885–95. [Google Scholar] [Crossref]

7. UKEssays. Traditional versus modern methods of effective teaching. 2018 [cited 2025 Jun 28]. Available from: https://www.ukessays.com/essays/education/traditional-versus-modern-methods-of-effective-teaching-education-essay.php?vref=1. [Google Scholar] [Crossref]

8. El-Seoud SA, Taj-Eddin IM, Seddiek NA, Halfa IA, Riad AM. E-Learning and Students’ Motivation: A Research Study on the Effect of E-Learning on Higher Education. Int J Learn Technol. 2014;9(2):166–93. [Google Scholar] [Crossref]

9. Almarzooq ZI, Mohammed FI, Alamin AA. Does blended learning improve students’ performance in medical education? A systematic review. J Med Educ Curric Dev. 2018;5:2382120518774775. [Google Scholar] [Crossref]

10. Shrivastava N, Chaurasia N. Comparative study of video-assisted teaching versus traditional teaching methods in undergraduate medical students. Int J Med Sci Public Health. 2017;6(2):401–5. [Google Scholar] [Crossref]

11. Setia S. Methodology in medical research: basic principles. Indian J Dermatol Venereol Leprol. 2016;82(5):590–5. [Google Scholar] [Crossref]

12. Schulz KF, Altman DG, Moher D. CONSORT 2010 statement: updated guidelines for reporting parallel group randomised trials. BMJ. 2010;340:c332. [Google Scholar] [Crossref]

13. Taherian F, Zallmi T, Moattari M. The effect of electronic learning on medical students’ achievement and satisfaction in medical education. J Adv Med Educ Prof. 2019;7(3):154–9. [Google Scholar] [Crossref]

14. Al-Harbi AM. The effect of E-Learning on students’ achievement and attitudes in medical education. J Educ Pract. 2018;9(25):113–8. [Google Scholar] [Crossref]

15. Rao M. Educational Evaluation and Measurement. New Delhi: APH Publishing Corporation; 2000. [Google Scholar] [Crossref]

16. Sriram R. Likert scale in medical education research. Indian J Community Med. 2020;45(1):153–5. [Google Scholar] [Crossref]

17. Creswell JW. Research design: qualitative, quantitative, and mixed methods approaches. 4th ed. Thousand Oaks: Sage Publications; 2014. [Google Scholar] [Crossref]

18. Field A. Discovering statistics using IBM SPSS statistics. 5th ed. Thousand Oaks: Sage Publications; 2018. [Google Scholar] [Crossref]

19. Braun V, Clarke V. Using thematic analysis in psychology. Qual Res Psychol. 2006;3(2):77–101. [Google Scholar] [Crossref]

20. World Medical Association. World Medical Association Declaration of Helsinki: Ethical Principles for Medical Research Involving Human Subjects. JAMA. 2013;310(20):2191–4. [Google Scholar] [Crossref]

21. Roy S, Kumar N, Singh V, Samaiya D, Sachan AK. Short- and Long-Term Retentivity of Knowledge by Various Teaching Methods in Medical Education and Perception of Students Towards Them: A Comparative Study in a Medical University Hospital of Northern India. Cureus. 2023;15(10):e48043. doi:10.7759/cureus.48043. [Google Scholar] [Crossref]

22. Zhang W, Wei J, Guo W, Wang Z, Chen S. Comparing the effects of team-based and problem-based learning strategies in medical education: a systematic review. BMC Med Educ. 2024;24(1):172. doi:10.1186/s12909-024-05107-9. [Google Scholar] [Crossref]

23. Chandran VP, Balakrishnan A, Rashid M, Kulyadi GP, Khan S, Devi ES, Thunga G. Mobile applications in medical education: A systematic review and meta-analysis. PLoS One. 2024;19(1):e0294726. doi:10.1371/journal.pone.0294726. [Google Scholar] [Crossref]

24. Munjal A, Gupta N. Comparative study of video-assisted teaching versus traditional lecture-based teaching in undergraduate medical students. Int J Med Res Rev. 2019;7(4):259–64. [Google Scholar] [Crossref]

25. Munjal A, Gupta N. Comparative study of video-assisted teaching versus traditional lecture-based teaching in undergraduate medical students. Int J Med Res Rev. 2019;7(4):259–64. [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study