The Impact of Interactive Educational Videos on Knowledge Retention

Abstract

Background: There are no studies comparing anesthesia interactive videos and long-term knowledge retention. This study explored whether or not an interactive educational video would have an impact on immediate and long-term knowledge retention and if there would be a greater effect among the Millennial demographic when compared to other generational demographics. Methods: The research study utilized a panel design to collect data on a convenience sample of Doctor of Nurse Anesthesia Practice Entry-Level students. Data collection occurred at three separate intervals; a pretest (T1) administered prior to the educational video presentation, a posttest (T2) administered immediately after the educational video, and a 30-day follow-up posttest (T3). Results: The study showed interactive educational videos to be effective. Participants in the interactive educational video group had a statistically significant (14.4%) improvement in knowledge retention at the 30-day testing point when compared to those participants who viewed a traditional linear video. Conclusion: There is a lack of research related to interactive videos and long-term knowledge retention in the field of anesthesia. The findings suggest that it may be effective to integrate interactive educational videos during the education of nurse anesthesia students in order to enhance long-term knowledge retention. Data Sources: PubMed, Medline/Ovid and MedlinePlus, Cinahl, Cochrane, Access Anesthesiology, Up-to-date, Dynamed, and Trip. Keywords: education, reflexive thinking, millennial learner, nurse anesthesia, interactive video, knowledge retention, instructional media, generational learners, metacognitive strategies, learning style