Comparative Study of Conventional and App- and Video-Based Learning in Medical Education

Abstract

This study compares the effectiveness of conventional lecture-based teaching with app- and video-based learning methods in Biochemistry education for first-year MBBS students. Sixty students were randomly assigned into two groups: Conventional Learning Group (CLG) and App- and Video-Based Learning Group (AVLG). Knowledge acquisition was assessed through pre-tests, post-tests, and delayed retention tests. Results revealed significant improvements within both groups, with no major statistical differences overall, though conventional methods showed slight superiority in one topic. Student feedback highlighted the flexibility and visual clarity of digital tools, alongside the structured guidance of classroom teaching. The findings support a blended approach that integrates digital resources with traditional pedagogy to optimize engagement, retention, and performance.