Comparison of the efficiency of traditional lecture versus video-supported lecture in the training of ?multiple trauma patient management?

Introduction: Medical knowledge is short-lived and doubles every 6-8 years. Due to this reason; efficiency, quality and renewability gain importance in medical education. The development of multimedia resources, computers and video technologies led to their introduction and ever spreading usage in the domain of medical education. The purpose of the present study is to evaluate the impact of video-supported lectures on learning, by comparing it with traditional lecture.Material and Method: Out of 37 Emergency Medicine residents (EMR) presently continuing their residency program at Dokuz Eylul University Faculty of Medicine, 30 EMRs have participated in the study. Taking the training technique into consideration, two separate groups; traditional lecture group (TLG) and video-supported lecture group (VSLG), have been formed. The first two chapters of ATLS (Advanced Trauma Life Support) were use as the topics of the lectures. TLG was given a traditional lecture, whereas VSLG was given a video-supported lecture with imbedded videos based on some of the issues of the traditional lecture. The two study groups were pre and post-tested with MCQs (multiple choice questions) and OSCEs (objective structured clinical examination).Results: The age average of the 30 EMRs participating in the study was 30,37 ± 3,99. The age distribution ranged between 26 - 43. The duration of residency training ranged between 3-61 months, with a mean value 36,77 ± 18,78. No significant difference was found between the TLG (n=15) and VSLG (n=15) in gender, age and duration of residency training (p=0,466, p=0.30 and p=10,977).The grade averages of TLG and VSLG were MCQ pre-test: 67,11-67,11 (p=0,949) and MCQ post-test: 80,89 - 78,66 (p=0,580) and no significant difference was found between them.While there was no significant difference between the pre-training OSCE grade averages: 54,75 - 50,91 (p=0,300), there was a statistically significant difference in the post-training OSCE grade averages: 63,67 - 72,83 (p=0,010).The pre and post-training MCQ grade averages of TLG were respectively 67,11 and 80,89 (p=0,003), and for VSLG 67,11 and 78,66 (p=0,006). It was found that the increase in the pre and post-training grade averages were statistically significant in both groups.The pre and post-training OSCE grade averages for TLG respectively was 54,75 and 63,67 (p=0,011), for VSLG 50,91 - 72,83 (p=0,001). The increase in the pre and post training OSCE grade averages were found to be statistically significant in both groups.Conclusion: Based on the findings of the present study, it can be argued that, independent of the training method being used, the training of EMRs on the content of the first two chapters of ATLS led to statistically significant increases in their knowledge and skills levels. No increase was observed in MCQ grade averages using both traditional lecture and video-supported lecture, and compared with the traditional lecture, video-supported lecture led to a statistically significant increase in the OSCE grade average.