Academic Journal
Comparison of video-based and presentation-based self-directed instruction for learning basic neuroangiography.
| Τίτλος: | Comparison of video-based and presentation-based self-directed instruction for learning basic neuroangiography. |
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| Συγγραφείς: | Stolze F; University Hospital Magdeburg, University Clinic for Neuroradiology, Magdeburg, Germany., Lehm M; University Hospital Magdeburg, University Clinic for Neuroradiology, Magdeburg, Germany.; Klinikum Region Hannover, Institute for Radiology, Hanover, Germany., Behme D; University Hospital Magdeburg, University Clinic for Neuroradiology, Magdeburg, Germany.; Otto von Guericke University Magdeburg, Research Campus STIMULATE, Magdeburg, Germany., Fuchs E; University Hospital Magdeburg, University Clinic for Neuroradiology, Magdeburg, Germany., Schwab R; University Hospital Magdeburg, University Clinic for Neuroradiology, Magdeburg, Germany. Roland.Schwab@med.ovgu.de.; Department of Neuroradiology, Städtisches Klinikum Karlsruhe, Moltkestraße 90, Karlsruhe, 76133, Germany. Roland.Schwab@med.ovgu.de. |
| Πηγή: | BMC medical education [BMC Med Educ] 2026 Oct 03; Vol. 26 (1). Date of Electronic Publication: 2026 Oct 03. |
| Τύπος έκδοσης: | Journal Article; Comparative Study; Randomized Controlled Trial |
| Γλώσσα: | English |
| Στοιχεία περιοδικού: | Publisher: BioMed Central Country of Publication: England NLM ID: 101088679 Publication Model: Electronic Cited Medium: Internet ISSN: 1472-6920 (Electronic) Linking ISSN: 14726920 NLM ISO Abbreviation: BMC Med Educ Subsets: MEDLINE |
| Imprint Name(s): | Original Publication: London : BioMed Central, [2001- |
| Ιατρικοί όροι (MeSH): | Computer-Assisted Instruction*/methods , Video Recording* , Angiography* , Self-Directed Learning as Topic*, Humans ; Clinical Competence ; Female ; Male ; Adult |
| Περίληψη: | Background: Digital tools and simulation-based learning are playing an increasingly important role in medical education. Earlier studies have shown that video and virtual reality can be just as effective for teaching clinical skills as presentation-based teaching methods. This exploratory study compared two standardized self-directed instructional formats, video-based and presentation-based instruction, for teaching basic neuroangiographic skills. In addition to comparing objective and subjective learning outcomes between instructional formats, the study explored whether prior angiography experience influenced performance and moderated the effect of the teaching method. Methods: Twenty participants with different levels of prior angiography experience were randomly assigned to either a video-based group (VG; n = 9) or a presentation-based group (PG; n = 11). The VG watched expert-narrated recordings of a physician performing neuroangiography on a silicone flow model. The PG independently worked through static simplified slides derived from the same instructional material, including schematic illustrations and brief written annotations. Afterwards, all participants performed neuroangiography on the silicone flow model using three different catheter types (Vertebralis, Simmons 2, Headhunter). Overall performance was assessed using objective criteria (e.g., total and fluoroscopy time) and self-reported data based on learning and confidence. Results: For the Vertebralis catheter, those in the presentation group used significantly less fluoroscopy time, with the PG using 237.00 s on average, while the VG needed 369.00 s (p = 0.031). Nevertheless, participants rated the video method as significantly more helpful overall (p = 0.022). Moreover, for inexperienced participants video-based training led to more successful catheterization of the left vertebral artery (p = 0.048) and fewer path deviations (p = 0.048) when compared to the presentation-based approach. Conclusions: Video-based instruction may be a valuable adjunct to early neuroangiography training, especially for beginners. While it was associated with longer fluoroscopy times, participants perceived it as more helpful and showed improvements in certain procedural aspects. These findings highlight the potential benefits of integrating video-based elements into a blended learning curriculum for neuroangiography, and suggest that further optimization of instructional design is needed in medical education. (© 2026. The Author(s).) |
| Competing Interests: | Declarations. Ethics approval and consent to participate: Ethical approval was obtained as required according to the guidelines of the local ethics committees (Ethics Committee, Medical Faculty of Otto-von-Guericke-University Magdeburg, Magdeburg, Germany). Informed consent was obtained from all participants, who were assured of the confidentiality of their data. Consent for publication: Not applicable as no identifiable data was collected. Competing interests: The authors declare no competing interests. |
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| Contributed Indexing: | Keywords: Angiography; Education; Medical education; Navigation; Neurointervention |
| Entry Date(s): | Date Created: 20261003 Date Completed: 20261003 Latest Revision: 20261005 |
| Update Code: | 20261005 |
| PubMed Central ID: | PMC13633628 |
| DOI: | 10.1186/s12909-026-10418-0 |
| PMID: | 42829433 |
| Βάση Δεδομένων: | MEDLINE |
| ISSN: | 1472-6920 |
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| DOI: | 10.1186/s12909-026-10418-0 |