LIVE FM (lecture improvised with video elements in forensic medicine): does a video worth a thousand pictures? A comparative study in medical education.

Abstract

Forensic education should be fully conversant with a scientific theory of how students learn. By and large, the traditional model of education is widely accepted. 'Difficult-to-learn' areas in forensic medicine are the challenges to students as well as teachers. An innovative modality 'lectures improvised with video elements' was used by authors in the undergraduate medical education program of Forensic Medicine in order to facilitate active learning. Evaluation of this approach has established a positive impact on student's spatial ability, reasoning ability, and memory skills. Intrinsic cognitive load on working memory was reduced to a certain extent. With compare to the static pictures, video usage significantly helps to comprehend the difficult content of the learning. Students found the experience interesting and very ardent to use it again.