Objective: To compare the effectiveness of video podcast lectures versus traditional live lectures in enhancing learning outcomes for final-year BDS students at Isra Dental College. Methodology: This quasi-experimental study was conducted over a six months and involved 49 final-year BDS students. Each student participated in both video podcast and traditional live lectures on two topics of equal difficulty, with three lectures per topic. A post-test of 20 One Best Choice Questions evaluated learning effectiveness. The same facilitator delivered both lecture formats. Data were analyzed using SPSS, with paired sample t-tests determining statistical significance (p < 0.05). Student readiness and satisfaction with video podcast lectures were assessed through pre- and post-intervention questionnaires. Results: Traditional live lectures had a significantly higher mean score (11.16) compared to video podcast lectures (9.71) with a p-value < 0.001. Before the intervention, 84% of students believed in the potential benefits of video podcasts and 79% were satisfied after the intervention. In contrast, 95% were satisfied with traditional lectures. Although 90% of students were familiar with podcasting, mostly using mobile phones (65%), 84% still preferred podcasts over traditional lectures. Post-intervention feedback indicated high satisfaction with the tools, sound quality, synchronization and engagement of video podcasts. Conclusions: Traditional live lectures were more effective in improving learning outcomes. However, video podcasts were valued for their convenience and the ability to review content. Integrating both formats could better accommodate diverse learning preferences and enhance the educational experience.
Anis et al. (2025) studied this question.