ArticleCureus2025
Video-Assisted Instruction Versus Simulation-Based Mastery Learning for Lumbar Puncture Skill Development in Undergraduates: A Randomized Study.
Article in Cureus, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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
0 citing papers in PubMed.
No citing paper in PubMed yet.
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
Background Lumbar puncture (LP) is a technically demanding procedure fundamental for diagnosis and treatment in multiple specialties. Undergraduate medical training often provides limited opportunities for deliberate practice. Video-assisted instruction and simulation-based mastery learning (SBML) have emerged as promising educational strategies. However, direct comparisons of these modalities for LP training remain scarce. Methods This randomized study included 30 final-year MBBS students assigned equally to video-assisted instruction or SBML groups. Both groups received identical learning objectives and practiced LP on simulators. Knowledge was assessed before and after training using a validated questionnaire, while procedural competence was evaluated immediately and at two weeks using the objective structured assessment of technical skills (OSATS). Data were analyzed using mixed-design analysis of variance (ANOVA) and paired t-tests. Results The video-assisted group demonstrated significantly higher immediate OSATS scores (mean ± SD: 12.73 ± 2.12) compared to the SBML group (10.47 ± 1.81; p = .004, Cohen's d = 1.05). At the two-week follow-up, SBML scores improved (11.93 ± 1.28), whereas video-assisted scores declined (11.53 ± 1.64), resulting in a significant group × time interaction (F(1,28) = 8.82, p = 0.004). Both groups achieved significant knowledge gains (mean difference = 1.17; p = 0.017). The retention index favored SBML (114%) compared with video-assisted instruction (91%). Conclusion Video-assisted instruction accelerates early acquisition of LP procedural skills, while SBML promotes superior long-term retention. Incorporating both strategies into undergraduate curricula may optimize procedural performance and durability. Such integration has the potential to improve competency development and, ultimately, patient care.
Indexed as
Identifiers
What OpenQuestion holds
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.