Simulation vs Video-Assisted Learning on Retentivity of Clinical Competency and Knowledge of Basic Airway Devices in Medical Students: A Preliminary Study

Introduction: Teaching and learning challenges are common in clinical leaning settings and this research was conducted to determine the effectiveness of learning about simple airway devices using video assistance compared with face-to-face simulated learning.
Methodology: A randomized single-blinded comparative study was conducted over 2 months, employing OBA (One Best Answer) and DOPS (Direct Observation of Practical Skills) to evaluate knowledge and practical skills of 20 third-year medical students without prior exposure to airway adjuncts. Assessments were conducted immediately, at 2 weeks and at 8 weeks post-exposure to either a video or simulated activity. Learning style was identified using a VARK questionnaire before the study.
Results: Mann -Whitney U test showed that during the third DOPS assessment (U = 17.50, p = 0.011), the simulation group performed better than the video-assisted group with no difference in the first and second assessments. No difference was noted in OBA scores. Friedman test, followed by a Wilcoxon signed-rank test, showed a decrease from the first to the third OBA scores within the video group (Z = -2.038, p = 0.042), and no change in the simulation group. Learning styles did not influence performance. No differences in knowledge were noted between the two groups but knowledge decay was identified within the video-assisted group.
Conclusion: No difference in knowledge was identified between the two groups. There was knowledge decay within the video-assisted group. Retention of procedural skills was better for the simulation group. The learning styles of students did not affect the outcome. Video-assisted learning can be useful for simple devices for remote learning and enhance blended learning. Further research with a larger sample size would be beneficial.