Comparison of Effectiveness of Teaching Steps of Abdominal Palpation Using Manikin vs Video Demonstration for First Clinical Year Students

Abstract

Introduction: Acquiring fundamental procedural skills is crucial for medical graduates to ensure patient safety. Traditional teaching methods may compromise safety, leading to the rise of Simulation-based Medical Education (SBME) and video-based instructional approaches. This study compares the effectiveness of manikin-based and video-based training for abdominal palpation techniques among second-year MBBS students. Objectives: The primary objective is to compare the proficiency of students undergoing manikin-based (Group A) and video-based (Group B) training in abdominal palpation techniques. Secondary objectives include assessing specific skill aspects, understanding student perceptions, and exploring gender differences. Methods: A comparative study was conducted among 146 second-year MBBS students, randomly assigned to Group A (manikin skill training) or Group B (videobased skill training). A structured questionnaire with 15 questions assessed skill proficiency. Data were analyzed using SPSS 27, with descriptive statistics, Student's t-test, and subgroup analyses for gender differences. Results: High proficiency (>93%) was observed in both groups. Group A had a statistically higher overall score than Group B (14.2 ± 0.69 vs. 13.83 ± 0.98, P<0.05). Group A also showed significant advantages in posture and hand position (43.2% vs. 28.2%), superficial palpation (100% vs. 94.4%), and spleen palpation (100% vs. 93%). No significant gender differences were noted within the groups. Conclusion: Manikinbased training is superior to video-based training for abdominal palpation techniques, emphasizing the importance of active engagement and hands-on practice in medical education.

Keywords

• simulation based training
• video-based training
• abdominal palpation
• medical education
• procedural skills