Traditional Lecture Versus Procedural Video Randomized Trial: Comparative Analysis of Instructional Methods for Teaching Baclofen Pump Management

Abstract

Abstract Objective This study compared the effectiveness of traditional lectures and micro-videos in teaching baclofen pump programming and refilling to physicians who have completed less than ten refills for the previous two years. Design A mixed-method approach was employed with 60 participating physicians specializing in physical medicine & rehabilitation or pain management. Pre- and post-intervention assessments were conducted using a rubric, and the participants’ perceptions and preferences were gathered through focus group sessions. Results Two-thirds of the participants specialized in physical medicine & rehabilitation. No significant differences in the pre-intervention, post-intervention, or knowledge retention scores were found between the traditional lecture and micro-video groups. Both methods demonstrated comparable effectiveness in improving the baclofen pump refilling and programming skills. Qualitatively, participants perceived both approaches as equally helpful, but those in the micro-video group raised concerns owing to instructors’ unavailability and online platform navigation. Nevertheless, they preferred the convenience, accessibility, and time-efficiency of the micro-videos. Conclusions The study concluded that micro-videos are an effective alternative to traditional lectures for acquiring knowledge on baclofen pump programming and refilling. Further research should consider learners’ characteristics and investigate the benefits of blended learning in medical education.