Published: 2020-01-27

Demonstrate observe assist perform versus video assisted teaching in teaching deep tendon reflexes to medical students: a comparative study

Sundeep S., Swapna K. Pillai


Background: Clinical examination of Deep tendon reflexes is a skilled technique that should be taught in an interesting way. Newer teaching learning methods like Video assisted teaching can be utilized  to facilitate self-directed and long term learning  and to cultivate enhanced interest in the study.

Method: Among 120 students are divided into 6 groups.  Each group is divided into two batches of 10 members each. 6 batches are taught deep tendon reflexes separately by DOAP.  6 batches are taught deep tendon reflexes separately by video assisted teaching. At the end of teaching and 2 weeks later, each batch is  assessed by OSCE . Objective Structured Clinical Examination checklist marks are systematically entered in an excel sheet and was analysed using unpaired t-test .The perception to each teaching learning method was assessed by feedback Questionnaire using  Likert Scale.

Results: On comparing between the effectiveness of video assisted teaching and clinical demonstration of the examination of deep tendon reflexes , students taught by video assisted teaching scored higher marks in the evaluation after two weeks, which was statistically significant. Regarding perception, students favoured both teaching methods for their effectiveness. For clarifying doubts, students favoured DOAP method. For reproducibility and better retaining of memory, students favoured video assisted teaching.

Conclusion: Video assisted teaching was equally effective as DOAP in teaching deep tendon reflexes to medical students. For reproducibility and better retaining of memory, Video assisted teaching was perceived better as reflected in the better mean scores two weeks after the teaching sessions.


Deep tendon reflex, Demonstrate observe assist perform, Medical education, Structured evaluation, Teaching learning methods, Video assisted teaching

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