The Impact of Introductory Anatomy Laboratory Videos on Medical Students’ Laboratory Quiz Performance

Authors

  • Stefanus Satria Sumali Fakultas Kedokteran Universitas Pelita Harapan. Departemen Anatomi
  • Mona Marlina Fakultas Kedokteran Universitas Pelita Harapan. Medical Education Unit

DOI:

https://doi.org/10.19166/med.v15i3.11453

Keywords:

anatomy, Video, Quiz, Laboratory

Abstract

Background:

This study examined the association between viewing introductory anatomy laboratory videos and quiz performance among medical students at the Faculty of Medicine, Universitas Pelita Harapan.

 

Methods:

Using observational design with a cross-sectional approach of secondary data from 180 students in the Skin and Special Senses course.

 

Result:

Students who watched the introductory video were significantly more likely to achieve quiz scores of ≥60 than those who did not. Chi-square analysis demonstrated a significant association between video viewing status and quiz performance (χ²(1)=40.36, p<0.001), with a moderate relationship strength (Cramér’s V=0.474). Students who watched the video were nearly eight times more likely to achieve passing scores (OR=7.91, 95% CI: 4.06–15.42).

 

Conclusions:

Watching introductory anatomy laboratory videos was significantly associated with better laboratory quiz performance. It may support self-directed learning and enhance the academic performance.

References

1. Boediono. Kurikulum berbasis kompetensi. Pusat Kurikulum, Badan Penelitian dan Pengembangan, Departemen Pendidikan Nasional; 2002. Available in: https://repositori.kemdikbud.go.id/9209/.

2. Nayak MK, Belle VS. Various methods of self-directed learning in medical education. MediSys J Med Sci. 2020;1:15-22. Available in: https://doi.org/10.51159/MediSysJMedSci.2020.v01i01.004.

3. Costa C, Alvelos H, Teixeira L. The use of Moodle e-learning platform: a study in a Portuguese University. Procedia Technol. 2012;5:334-43. Available in: https://doi.org/10.1016/j.protcy.2012.09.037.

4. Sadler DR. Assessment in higher education. International Encyclopedia of Education. Oxford: Elsevier; 2010. Available in: https://www.researchgate.net/publication/266734605_Assessment_in_Higher_Educa tion.

5. Mayer RE. The past, present, and future of the Cognitive Theory of Multimedia Learning. Educ Psychol Rev. 2024;36:16. Available in: https://doi.org/10.1007/s10648-024-09822-1.

6. Mursalin A, et al. Efektivitas video pembelajaran anatomi terhadap pemahaman mahasiswa kedokteran. Med Scope J. 2025;8(1). Available in: https://doi.org/10.35790/msj.v8i1.59564.

Downloads

Published

2026-06-20

How to Cite

Sumali, S. S., & Mona Marlina. (2026). The Impact of Introductory Anatomy Laboratory Videos on Medical Students’ Laboratory Quiz Performance. Medicinus, 15(3), 18–22. https://doi.org/10.19166/med.v15i3.11453

Issue

Vol. 15 No. 3 (2026): June

Section

Clinical Research

License

Copyright (c) 2026 Stefanus Satria Sumali, Mona Marlina

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Authors who publish with this journal agree to the following terms:

1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC-BY-SA 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website). The final published PDF should be used and bibliographic details that credit the publication in this journal should be included.