Abstract
INTRODUCTION: Medical education is shifting from traditional didactic lectures to student-centered interacting learning methodologies. Experiential learning, through the usage of multimedia tools, has proven effective in enhancing engagement and learning outcomes. Kolb's experiential learning theory was applied. The study explored the use of student-created videos as an experiential learning tool in first-year MBBS Physiology course. The aim of the study was to evaluate the experiential learning experience of the medical undergraduate students through their feedback. METHODS: The educational interventional study was conducted at Sri Manakula Vinayagar Medical College and Hospital, Puducherry, India, from October 2021 to May 2022. All students of 2022 batch, that is, 150 first year MBBS students were divided into 30 small groups with 5 members in each group. Under the guidance of faculty members, the groups created short videos on the assigned physiological concepts, which were uploaded in Learning Management System (LMS) for peer and faculty review. A 15-day period was given for video preparation. A pre-designed 10 questions, Likert scale questionnaire, based on Kirkpatrick's Model (Level 1), was used to collect data about the students' learning experience. Open-ended questions were also administered. The questionnaire was validated by experts, with a Cronbach's alpha of 0.98, ensuring its reliability. Quantitative data were analyzed using OpenEpi version 7.0, measuring the consensus score, and manual content analysis was performed on open-ended responses. RESULTS: From 150 students, 30 videos were successfully submitted. The mean age of the participants was 18.23±0.87 years. Based on the consensus score for the feedback obtained by 138 students, it is reported that 84.22% of students felt more confident in their understanding of the physiological concepts they worked on, and 81.97% gave feedback that the video-making process allowed them to explore their topic deeply. The feedback highlighted the development of essential skills, including critical thinking, communication, and teamwork, with 79.82% recommending this method for future batches. Challenges included are the time-consuming nature of the task and a lack of technical knowledge about video editing software. The consensus analysis indicated strong agreement, reflecting positive reception. This study aligns with Kolb's experiential learning theory, as students were engaged in all stages of the learning cycle-concrete experience (video creation), reflective observation (peer and faculty feedback), abstract conceptualization (topic research and content structuring), and active experimentation (video sharing and refinement). CONCLUSION: Student-created videos proved to be successful experiential learning strategy, enhancing both cognitive and practical skills. The activity promoted deeper engagement, critical thinking and facilitated deeper learning of the concepts. Despite few challenges, the method shows promise for wider adoption in medical curricula, supporting the ongoing transition to more interactive and student-centered learning approaches.