ArticleBMC medical education2023
The effect of online video-assisted teaching program on medical students learning procedure of fractional curettage.
Article in BMC medical education, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. It is linked to trial NCT06475144 (Effects of an Online Escape Room on Enhancing Nurses' Knowledge, Clinical Reasoning, and Self-Efficacy Regarding Early Warning Signs of Sepsis), which is not on this map. Cited by 4 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Effects of an Online Escape Room on Enhancing Nurses' Knowledge, Clinical Reasoning, and Self-Efficacy Regarding Early Warning Signs of Sepsis: A Randomized Controlled Trial
Who cites it
4 citing papers in PubMed.
- Demonstration videos of psychodynamic and systemic techniques in clinical psychology education.Scientific reports · 2026Trial
- Impact of intraoperative explanation combined with surgical video review on anatomy learning in laparoscopic distal gastrectomy.BMJ open · 2025Trial
- The effect of segmented-interactive video demonstration on student performance in procedural skills among healthcare students.Advances in health sciences education : theory and practice · 2026Article
- Peer education is more effective than video podcasts in enhancing tracheal intubation proficiency: A quasi-experimental study.Journal of education and health promotion · 2026Article
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Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
objectivesSince 2020, with the entire world in crisis over the coronavirus pandemic (COVID-19), medical students have adapted to hybrid and distance learning. This study aims to compare the learning outcomes of students learning the procedure of fractional curettage in an online video-assisted teaching program to those of students learning the procedure in a traditional class.
methodsA quasi-experimental study was conducted among fourth-year medical students who rotated to Obstetrics and Gynecology courses between April 2021 and October 2021. Participants in the first two rotations were enrolled in traditional classes, and the online video-assisted teaching program was introduced in the subsequent two rotations. Both study groups took OSCEs (objective structured clinical examinations), a pre-test and post-test with MCQs (multiple choice questions), and a confidence and satisfaction level questionnaire.
resultsA total of 106 fourth-year medical students, 54 in the traditional group and 52 in the online video-assisted teaching program, were recruited. The online video-assisted group showed a statistically better mean OSCE score (85.67 ± 11.29 vs. 73.87 ± 13.01, p < 0.001) and mean post-test MCQ score than the traditional group (4.21 ± 0.87 vs. 3.80 ± 0.98, p = 0.0232). Moreover, the mean difference between the two groups' pre and post-test MCQ scores was significantly different (0.96 ± 1.37 vs. 1.79 ± 1.50 in traditional and online video-assisted teaching program groups, respectively, P = 0.0038). The participants in the experimental group reported significantly greater confidence (P < 0.001) in performing the fractional curettage procedure. However, the mean satisfaction score was significantly higher in the control group (p = 0.0053).
conclusionThe online video-assisted teaching program on the fractional curettage procedure, a necessary and skill-demanding procedure, is an effective and advantageous education tool that improves skills, knowledge, and confidence in fourth-year medical students. We recommend that the video-assisted teaching program is another effectively procedural teaching method for medical students.
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