ReviewJournal of education and health promotion2024
Video role-play versus powerpoint lecture in the knowledge domain among medical students during the COVID-19 pandemic era: A systematic review and meta-analysis.
Review in Journal of education and health promotion, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
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.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
2 citing papers in PubMed.
- Advancing paramedical education through virtual learning platforms: A quantitative study at AJA University of Medical Sciences.Journal of education and health promotion · 2026Article
- Parents' knowledge about immunization with pentavalent vaccine who attended primary health care centers in Al-Diwaniyah City, Iraq.Journal of education and health promotion · 2025Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The coronavirus disease 2019 (COVID-19) pandemic disrupted conventional teaching methodologies, forcing educational institutions to swiftly adapt to remote learning. This study aimed to compare the effectiveness of video- and powerpoint-based teaching methods in the knowledge of medical students using a systematic review and meta-analysis. A systematic review of the literature was conducted to identify relevant studies that compared the efficacy of video-based and PowerPoint-based teaching methods in medical students during the COVID-19 pandemic. PubMed, MEDLINE, and Embase were systematically searched, and studies published before October 2023 were considered. Fixed and random-effects meta-analyses were performed to calculate the pooled effect of estimates. All statistical analyses were performed using Review Manager software. The analysis included nine studies that met the inclusion criteria. We observed a significant effect of video-based education methods compared to powerpoint-based education methods, with a mean difference of 2.42 (95% CI: 2.09-2.75,
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.