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Life sciences · Journal article
Kerala Journal of Psychiatry · July 31, 2026
Early or partial results. Treat as a signal, not a conclusion.
This single-centre randomized trial compares two teaching methods for family psychoeducation in depression using OSCE performance as the primary endpoint. Video-based learning produced numerically higher mean scores and pass rates than role play, but the difference in mean OSCE scores did not reach statistical significance (p < 0.05), limiting the strength of evidence for superiority.
Randomized controlled trial (educational intervention). Phase 3 MBBS (medical) students; setting not specified beyond designation as an undergraduate psychiatry curriculum context.. Intervention: Video-based learning modules on family psychoeducation in depression. Compared with: Role play training on family psychoeducation in depression. n = 127.
Video-based learning group achieved mean OSCE score of 12.62 ± 3.732 versus 11.41 ± 3.509 in role play group 47 students (72.3%) passed OSCE in video group compared to 39 students (62.9%) in role play group Difference in mean OSCE scores was not statistically significant (p < 0.05)
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While video-based learning showed numerically higher performance on a clinical examination, the lack of statistical significance in the primary endpoint and the use of a surrogate measure (OSCE rather than patient or family outcomes) limit confidence in recommending a change to practice. Further evidence from larger, multi-centre studies with longer follow-up and assessment of actual clinical skills application is needed.
Single-centre educational intervention study with surrogate endpoint (OSCE performance) in medical students; modest sample, no long-term clinical outcome, and non-significant primary comparison limits evidence strength.
As stated by the source record.
Quoted from the source exactly as published.
While video-based learning showed numerically higher performance on a clinical examination, the lack of statistical significance in the primary endpoint and the use of a surrogate measure (OSCE rather than patient or family outcomes) limit confidence in recommending a change to practice. Further evidence from larger, multi-centre studies with longer follow-up and assessment of actual clinical skills application is needed.
Graded across the dimensions that decide whether you should act, each from what the source actually supports. There is no single score, and where a dimension was not assessed it says so.
Background: Family education is an essential component of comprehensive care in depression. Innovative and effective teaching methods are required to equip medical students with the necessary skills to deliver family psycho education. This study compares the effectiveness of video-based learning and role play in teaching family education in depression. Objectives: To compare the effectiveness of video-based learning versus role play in teaching family education in depression among Phase 3 MBBS students, assessed using an Objective Structured Clinical Examination (OSCE). Methods: A total of 127 Phase 3 MBBS students were divided into two groups. One group (n = 66) received psycho education training through video-based learning, while the other group (n = 61) received training through role play. Post-intervention, students were assessed using an OSCE designed to evaluate psycho education skills. The mean OSCE scores and the number of students who passed the OSCE (based on predefined passing criteria) were compared between the two groups using appropriate statistical methods. Results: The video-based learning group had a mean OSCE score of 12.62 ± 3.732, while the role play group scored 11.41 ± 3.509. A total of 47 students (72.3%) passed the OSCE in the video group, compared to 39 students (62.9%) in the role play group. The difference in mean scores was not statistically significant (p < 0.05) Conclusion: Video-based learning was found to be slightly more effective than role play in teaching family education, as reflected by higher OSCE scores and pass rates. Incorporating structured video modules into the undergraduate psychiatry curriculum may enhance learning outcomes in communication and psycho education skills.
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