ArticlePakistan journal of medical sciences2025
Effectiveness of Video Podcast vs. Traditional Live Lectures in Dental Education: A Comparative Study.
Article in Pakistan journal of medical sciences, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
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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.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed.
- Cognitive Load and Working Memory in Multimedia Video Podcasts: Effects of Elaborative and Seductive Details.Journal of Intelligence · 2026Article
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
Objective: To compare the effectiveness of video podcast lectures versus traditional live lectures in enhancing learning outcomes for final-year BDS students at Isra Dental College. Methodology: This quasi-experimental study was conducted over a six months and involved 49 final-year BDS students. Each student participated in both video podcast and traditional live lectures on two topics of equal difficulty, with three lectures per topic. A post-test of 20 One Best Choice Questions evaluated learning effectiveness. The same facilitator delivered both lecture formats. Data were analyzed using SPSS, with paired sample t-tests determining statistical significance (p < 0.05). Student readiness and satisfaction with video podcast lectures were assessed through pre- and post-intervention questionnaires. Results: Traditional live lectures had a significantly higher mean score (11.16) compared to video podcast lectures (9.71) with a p-value < 0.001. Before the intervention, 84% of students believed in the potential benefits of video podcasts and 79% were satisfied after the intervention. In contrast, 95% were satisfied with traditional lectures. Although 90% of students were familiar with podcasting, mostly using mobile phones (65%), 84% still preferred podcasts over traditional lectures. Post-intervention feedback indicated high satisfaction with the tools, sound quality, synchronization and engagement of video podcasts. Conclusions: Traditional live lectures were more effective in improving learning outcomes. However, video podcasts were valued for their convenience and the ability to review content. Integrating both formats could better accommodate diverse learning preferences and enhance the educational experience.
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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.