Makrufardi Firdian, Azizah Annisa Fairuz Nur, Ekaputra Firdiawan
Department of Education Technology, Faculty of Education Science, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia.
Department of Child Health, Faculty of Medicine, Public Health, and Nursing, Universitas Gadjah Mada - Dr. Sardjito Hospital, Yogyakarta, Indonesia.
J Educ Health Promot. 2024 Dec 28;13:476. doi: 10.4103/jehp.jehp_1721_23. eCollection 2024.
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, < 0.0001). Furthermore, our sensitivity analysis did not reveal a substantial alteration, with the mean difference remaining at 2.42 (95% CI: 2.09-2.75, < 0.0001). After analyzing the funnel plot, no indications of publication bias were observed. Video role-play proved to be a powerful tool for knowledge acquisition among medical students during the COVID-19 pandemic. Lecturers should consider incorporating video role-play into teaching methods for asynchronous learning purposes.
2019冠状病毒病（COVID-19）大流行扰乱了传统教学方法，迫使教育机构迅速适应远程学习。本研究旨在通过系统评价和荟萃分析，比较基于视频和基于幻灯片的教学方法对医学生知识掌握情况的有效性。我们对文献进行了系统评价，以确定在COVID-19大流行期间比较基于视频和基于幻灯片的教学方法对医学生疗效的相关研究。系统检索了PubMed、MEDLINE和Embase，并纳入了2023年10月之前发表的研究。采用固定效应和随机效应荟萃分析来计算合并效应估计值。所有统计分析均使用Review Manager软件进行。该分析纳入了9项符合纳入标准的研究。我们观察到，与基于幻灯片的教育方法相比，基于视频的教育方法有显著效果，平均差异为2.42（95%CI：2.09-2.75，P<0.0001）。此外，我们的敏感性分析未发现实质性变化，平均差异仍为2.42（95%CI：2.09-2.75，P<0.0001）。分析漏斗图后，未观察到发表偏倚的迹象。在COVID-19大流行期间，视频角色扮演被证明是医学生获取知识的有力工具。授课教师应考虑将视频角色扮演纳入教学方法，用于异步学习。
