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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 educational trial compared video-based learning and role-play methods for teaching family psychoeducation to medical students, assessed by objective structured clinical examination (OSCE). Video-based learning yielded numerically higher mean OSCE scores (12.62 vs 11.41) and pass rates (72.3% vs 62.9%), but the difference in mean scores was not statistically significant; the strength and clinical relevance of the pass-rate difference remain unclear.
Two-group comparative educational trial. Phase 3 MBBS students; single institution in Kerala; no data on inclusion/exclusion criteria or baseline characteristics.. Intervention: Psychoeducation training delivered via structured video-based learning modules.. Compared with: Psychoeducation training delivered via role play.. n = 127. Kerala, India (inferred from journal; no explicit geographic detail in text)..
Video-based learning group mean OSCE score 12.62 ± 3.732 versus role play 11.41 ± 3.509 Video-based learning: 47 of 66 students (72.3%) passed OSCE; role play: 39 of 61 students (62.9%) passed Difference in mean OSCE scores not statistically significant (p < 0.05)
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The findings suggest video-based learning may produce marginally better OSCE performance than role play in teaching family psychoeducation, but lack of statistical significance in mean scores and absence of longer-term clinical skill retention or patient outcome data limit actionability. Educators should weigh these preliminary findings against local feasibility and cost when designing psychiatry curricula.
Single-institution comparative study of educational intervention with modest between-group differences and no statistically significant effect, limited generalizability to other medical schools or training contexts.
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The findings suggest video-based learning may produce marginally better OSCE performance than role play in teaching family psychoeducation, but lack of statistical significance in mean scores and absence of longer-term clinical skill retention or patient outcome data limit actionability. Educators should weigh these preliminary findings against local feasibility and cost when designing psychiatry curricula.
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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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