Perception Of Undergraduate Medical Students Regarding “Reel-Making” As An Innovative Learning Method In Ophthalmology: A cross-sectional study

Perception Of Undergraduate Medical Students Regarding “Reel-Making” As An Innovative Learning Method In Ophthalmology: A cross-sectional study | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Perception Of Undergraduate Medical Students Regarding “Reel-Making” As An Innovative Learning Method In Ophthalmology: A cross-sectional study Sunayana Bhat, Madhurima Nayak, Vinay PG This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-6006194/v1 This work is licensed under a CC BY 4.0 License Status: Published Journal Publication published 26 May, 2025 Read the published version in BMC Medical Education → Version 1 posted 10 You are reading this latest preprint version Abstract Background : The perceptions and learning methods among students have been rapidly changing over the past few years and thus, there is a need for innovative teaching-learning methods to train the Indian Medical Graduates in the present day. Objectives : The study aimed to assess undergraduate medical students’ perception of reel making as an innovative teaching-learning method in ophthalmology. Materials and methods : This descriptive, cross-sectional study was conducted among third-professional MBBS students attending ophthalmology clinics in a private medical college in South India in July-August 2024. A total of 64 students were assigned to make educational reels about cataract and myopia awareness for the general public. Their perception and experience of this innovative learning method are collected from students using a pre-validated questionnaire using a five-point Likert scale for 10 questions collected through an online survey. Data was analyzed by chi square, independent t-test and descriptive analysis. Results : 52 out of 64 (81.25%) students completed the survey. 59.6% agreed that the reel-making activity evoked more interest in learning, 43.3% strongly agreed that it was a fascinating activity, 50% strongly agreed that it perked their interest, 44.2% strongly agreed that they liked the idea of innovative learning, and 46.2% strongly felt they would recommend this method to others. Many students used the word “fun” when describing their experience. Conclusions : Innovative teaching through reel-making activity was not only found to spark interest but was also reported to be an enjoyable learning experience among students, and thus could be used as a useful innovative method in medical education. Innovative learning perception Medical Education Reel-making Ophthalmology Introduction Using technology in medical education is not a new concept, and is undergoing continuous refinements. Educators still find it an uphill task to use technology in various teaching methods, due to time constraints, poor technical skills, inadequate infrastructure, and lack of institutional support. ( 1 , 2 ) In education, innovation has been defined as the utility of chosen new key practices in training that will lead to common improvement. ( 3 ) Previous studies indicate that only around 35% of medical teachers felt they could innovate new techniques in medical teaching and quoted lack of time and energy as the main reason. ( 4 ) A survey conducted in the Netherlands about innovation competency among students showed that they possess highly innovative skills and judged the learning environment as moderately constructional. ( 5 ) Also, it has been established that adult learning involves neuronal remodelling and new neuron generation, which can be achieved by novel methods of learning. ( 6 ) Thus, innovative teaching-learning methods are a welcome strategy in medical education. Multiple methods of inculcating technology have been used in medical education, ( 7 ) and social media platforms can easily form an interface among medical students to exchange views and information, ( 8 ) and have been documented to be well-accepted by students for blogging and interventions. ( 9 ) Some studies have used reel-making as an innovative method of learning English as a language and reported it as an enjoyable learning method. ( 10 ) Though learning a new language and medical education are different in multiple ways, we found that there is a paucity of data on reel-making being used in Medical Education. This study was therefore conducted to assess the perceptions and experiences of medical undergraduate students during educational reel-making as a novel and innovative way of learning ophthalmology. Materials and methods I. Study Setting This study was conducted in a private medical college in South India among undergraduate students in their third professional year, part I of the Bachelor of Medicine and Bachelor of Surgery (MBBS) program. II. Study Period The study was conducted for two months in July and August 2024. III. Ethics This study was conducted in accordance with the Declaration of Helsinki. Approval was obtained from the institutional ethics committee (ref no. FMIEC/CCM/777/2024). Written informed consent was taken from all the participants, and privacy and confidentiality were ensured. IV. Study Design This was a cross-sectional study to understand the perceptions of undergraduate medical students towards an innovative method of learning. The study employed an innovative method of learning where each batch was divided into 4 groups of 8 each. The groups were tasked with making educational reels about cataract and myopia awareness for the general public along with a set of guidelines. V. Population The study population consisted of third-year undergraduate MBBS students who were posted in Ophthalmology clinics. VI. Intervention The intervention involved students creating educational reels about cataract and myopia awareness. Guidelines for reel-making The content created should be original . The students were allowed to use the premises and equipment of the Ophthalmology outpatient department without including the patients or staff in their videos. Content must not contain explicit material, foul language, or lyrics. They were given 2 days to complete the task. The time limit for the videos was one minute. Content of reels The content for cataract awareness was covered under the following topics Symptoms of cataract Causes of cataract Treatment of cataract Postoperative care The content for myopia awareness was covered under the following topics Symptoms of myopia Screen overuse and myopia Treatment of myopia Prevention of myopia progression VII. Comparison A formal comparison group was not established. VIII. Outcome The outcome of interest was to evaluate the students' perceptions of the innovative learning method through feedback collected via a questionnaire that was prepared and validated by five faculty from the Department of Ophthalmology who were also experienced medical educators. (Supplementary file-1) The questionnaire was prepared for this study. Once the students had completed making the reels, the questionnaire was shared via Google Forms. The students were informed that there would not be any assessment of their reels. The semi-structured feedback questionnaire addressed aspects such as evoking interest, peer interaction, participation, and further recommendations. The questionnaire was ensured to be available online for three working days and comprised open-ended questions and closed responses on a five-point Likert scale. IX. Sample Size Estimation In toto sampling was done to include all students of two batches attending clinical postings. X. Participant Selection: Inclusion and Exclusion Criteria All third-year undergraduate MBBS students posted in the Ophthalmology clinics were included in the study. There were no specific exclusion criteria. XI. Sampling and Recruitment Participation was voluntary, and written informed consent was taken from all participants. Statistical analysis The statistical analysis involved a combination of descriptive and inferential statistics to gain a comprehensive understanding of the data. Initially, frequency distributions were generated to summarize the data and provide an overview of the responses. To compare the mean scores of the last two questions between male and female respondents, an independent t-test was employed. This statistical test allowed for the examination of differences in the mean scores between the two groups, providing insight into whether there were any significant differences in the responses based on gender. Furthermore, a chi-square test was used to compare the feedback responses. This non-parametric test is suitable for categorical data and helped to determine whether there were any significant associations or differences in the feedback provided by the respondents. By using these statistical tests, the analysis provided a more nuanced understanding of the relationships and differences within the dataset, allowing for more informed conclusions to be drawn. P values < 0.05 were taken as significant. Ethical considerations This study was conducted in accordance with the Declaration of Helsinki. Approval was obtained from the institutional ethics committee (ref no. FMIEC/CCM/777/2024). Written informed consent was taken from all the participants, and privacy and confidentiality were ensured. Results A total of 52 responses were received, of which 42 were females and 10 were males. The responses of the students regarding their experience are shown in Table 1 . Upon comparing the responses between males and females, we found that female students liked this novel idea of learning more than male students (statistically significant) The raw data has been included in the supplementary file − 2. Table 1 Response of students regarding their experience in reel-making. The number of responses according by Likert scale have been indicated against each question. Categories N Gender Chi square P value Female (N (%)) Male (N (%)) The reels making activity evoked my interest in the subject/topic Agree 31 25 (61) 6 (54.5) 4.217 0.239 Disagree 2 1 (2.4) 1 (9.1) Neutral 7 4 (9.8) 3 (27.3) Strongly agree 12 11 (26.8) 1 (9.1) The interaction with my peers during reels making was fascinating Agree 25 19 (47.5) 6 (54.5) 0.264 0.876 Neutral 4 3 (7.5) 1 (9.1) Strongly agree 22 18 (45) 4 (36.4) Making the reels perked my interest in the topic Agree 26 21 (51.2) 5 (45.5) 3.055 0.383 Disagree 2 1 (2.4) 1 (9.1) Neutral 8 5 (12.2) 3 (27.3) Strongly agree 16 14 (34.1) 2 (18.2) I actively participated in the reels making activity Agree 20 15 (36.6) 5 (45.5) 1.237 0.744 Neutral 6 4 (9.8) 2 (18.2) Strongly agree 19 16 (39) 3 (27.3) Strongly Disagree 7 6 (14.6) 1 (9.1) I liked the idea of having this new teaching-learning method Agree 23 18 (43.9) 5 (45.5) 9.573 0.048 Disagree 2 2 (4.9) 0 (0) Neutral 9 5 (12.2) 4 (36.4) Strongly agree 17 16 (39) 1 (9.1) Strongly disagree 1 0 (0) 1 (9.1) Comparison of responses to “How helpful were the postgraduates and teachers in this activity?” between the two groups shows that their scores were higher in Female group with a t value of -0.168 and is statistically non significant with a p value of 0.867. Comparison of responses to “Do you feel this type of innovative teaching- learning method should be advocated in all subjects?” between the two groups shows that the scores are higher in Female group with a t value of -0.329 and is statistically non significant with a p value of 0.743. [Table 2 ] Table 2 Results of Independent t test for understanding the perceptions towards two questions. P < 0.05 is considered statistically significant. Male(n = 10) Female(n = 41) t P VALUE Mean ± sd Mean ± sd How helpful were the postgraduates and teachers in this activity? 6.9 ± 2.64 7.05 ± 2.48 -0.168 0.867 Do you feel this type of innovative teaching- learning method should be advocated in all subjects? 7.36 ± 2.29 7.61 ± 2.18 -0.329 0.743 The responses to the questions “Challenges faced by the students during the reel-making activity” have been tabulated in Table 3 . Most of the problems were regarding time constraints and content condensation. Table 3 Responses to the question “What were the challenges faced by the students?”. T. Problem Description Number of Students Percentage Time Constraints Limited time for preparation and execution; short duration for project completion and internet access. 7 35% Content Condensation Difficulty in condensing content into short reels and managing the length of the message effectively. 5 25% Team Coordination Issues with teamwork and coordination among peers; not everyone contributed equally. 5 25% Technical Skills Lack of editing skills made it challenging to create engaging content 4 20% Location Limitations Insufficient space available for video shooting. 2 10% Attention Span Challenges with maintaining attention and focus during the process. 2 10% Initial Hesitation Novelty of the concept caused initial hesitance, but comfort increased over time. 2 10% Balancing Responsibilities Difficulty in balancing video production with regular classwork and other subjects. 3 15% Engagement Challenges Need to make the reel interactive and engaging, which added to the complexity of the project. 3 15% We received 20 positive responses about the activity and have summarised in Table 4. These are responses to an open-ended question- “What did you like about this activity?” Most of the students felt this activity was an outlet for their creativity and helped in team collaboration. They felt it was a fun way of learning. Table 4 Responses to the question “What did you like about the activity?” Positive Feedback Comments Number of Students Percentage Creativity Outlet Students enjoyed expressing creativity for a good cause and developing innovative ideas. 7 35% Team Collaboration Working with teammates fostered a sense of community and collaboration. 5 25% Fun and Engaging Experience The activities were perceived as fun, enjoyable, and a break from traditional learning methods. 5 25% Educational Value Students found the project informative and beneficial for learning about the topic in an engaging way. 4 20% Increased Interest in Subject The activity sparked a greater interest in the subject matter. 2 10% Interactive Learning The project facilitated interaction among classmates and made learning more dynamic and engaging. 2 10% Effective Communication and Idea Exchange Students appreciated the opportunity to share ideas and engage in group discussions. 2 10% Visual Learning Benefits Visual aids helped students grasp information quickly, especially for visual learners. 3 15% Discussion This innovative learning method was well accepted by the undergraduate students, who described it as an enjoyable learning method. With the current generation being more “technologically-savvy”, the learning methods are evolving, and there is an increased scope for innovations in medical education. Social media is revolutionizing medical education owing to its widespread availability and ease of use. ( 11 , 12 ) According to a study, applications like YouTube are useful for creating instructional videos, which was a well-received method of learning by around 75% of respondents. ( 13 ) Instagram is a -sharing social networking interface in which short video clips termed “reels” can be uploaded with a hashtag-#. Reels incorporate ideas with texts, audio, and other creative tools and are an enjoyable way that can help to connect with the audience. Being used predominantly for recreational purposes, it has a potential for education as well. Instagram has been found useful in creating educational videos in Oncology, Hematology, ( 14 ) Plastic surgery, Dentistry, and Anatomy. ( 15 ) These studies mainly focused on the acceptance of students concerning the educational materials available from Instagram in the form of reels. Our study, on the other hand, focused on learning from creating educational material. Krathwol’s revision of Bloom’s taxonomy places “create” or “innovate” at the highest level in the learning pyramid. ( 16 ) Thus, creating something strikes the highest order of our cognitive domain and it incorporates generating, planning, and producing. In our study, we allowed the students to create an educational reel, thus striking the highest level of the cognitive domain. Though reel-making is more for creating awareness, it can help in creating interest as perceived by our students, which can motivate them to learn more about the subject. We received positive responses regarding students' perceptions regarding this activity. Many students described this innovative learning as a “healthy way of using Instagram” and almost half the students agreed and accepted this new learning method. “Fun” was a commonly used word in their positive comments. They also felt their peer interaction improved during this exercise. They were willing to recommend such activities to their juniors and extend such methods to other subjects as well. Overall, there was a positive response to this innovative teaching-learning method. There are no similar studies where reel-making was used as a method of learning Ophthalmology in literature and this is the first such study. The limitation of this innovative way of learning ophthalmology was that it dealt with only 2 topics and was conducted among a limited number of students in a single institution. Also, the roll numbers were collected during the feedback which has interfered with anonymity of the responses. Thus, the results cannot be generalized to other medical students. Sample size calculation was not done and hence it is a limitation of our study. Nonetheless, this novel non-conventional method of learning was found to be an acceptable method by undergraduate students. Conclusion Innovative teaching-learning methods are becoming a necessary educational reform today and including the use of gadgets and social media can have a positive response from the students. Reel-making activity was found to be a creative and enjoyable way of learning by medical students. Time consumption and content delivery can be hurdles in such innovative methods of learning. . Declarations a. Ethical approval and consent to participate Clearance for including students in the study was obtained from the institutional Ethics committee (Ref no. FMIEC/CCM /777 /zaz4). (supplementary file-3) We have not sought permission from students to use their reels and hence they are not available. b. Informed consent Written informed consent or assent was taken from all the participants, privacy and confidentiality was ensured. c. Availability of data and materials We have preserved the reels made by the students and also the responses given by them. The results have been shared as supplementary file-2. d. Competing interests None e. Funding None f. Author’s contributions Dr. Suanayana Bhat planning the innovative teaching method, drafting the questionnaire and correction of the manuscript Dr. Madhurima A Nayak conducting the teaching method, collection and analysis of data and drafting the manuscript Dr. Vinay PG g. Acknowledgements 1. Dr Tejaswi HL, Professor, Adichunchungiri Institute of Medical Sciences, Bellur, Karnataka for guiding in drafting the manuscript. 2. Dr. Srikant N, Proferrosr, Department of Oral Pathology, Manipal college of Dental Sciences, Mangalore, Manipal Academy of Higher Education for guiding us with statistical analysis. 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Theory Into Pract. 2002;41(4):212–8. https://doi.org/10.1207/s15430421tip4104_2 . Additional Declarations No competing interests reported. Supplementary Files supplementaryfile1questionnaire.pdf supplementaryfile2.xlsx supplemetaryfile3.pdf Cite Share Download PDF Status: Published Journal Publication published 26 May, 2025 Read the published version in BMC Medical Education → Version 1 posted Editorial decision: Revision requested 22 Apr, 2025 Reviewers agreed at journal 20 Apr, 2025 Reviewers agreed at journal 20 Apr, 2025 Reviews received at journal 20 Apr, 2025 Reviews received at journal 19 Apr, 2025 Reviewers agreed at journal 17 Apr, 2025 Reviewers agreed at journal 17 Apr, 2025 Reviewers invited by journal 17 Apr, 2025 Submission checks completed at journal 16 Apr, 2025 First submitted to journal 12 Apr, 2025 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. 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Educators still find it an uphill task to use technology in various teaching methods, due to time constraints, poor technical skills, inadequate infrastructure, and lack of institutional support.\u003csup\u003e(\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e)\u003c/sup\u003e\u003c/p\u003e \u003cp\u003eIn education, innovation has been defined as the utility of chosen new key practices in training that will lead to common improvement.\u003csup\u003e(\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e)\u003c/sup\u003e Previous studies indicate that only around 35% of medical teachers felt they could innovate new techniques in medical teaching and quoted lack of time and energy as the main reason.\u003csup\u003e(\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e)\u003c/sup\u003e A survey conducted in the Netherlands about innovation competency among students showed that they possess highly innovative skills and judged the learning environment as moderately constructional.\u003csup\u003e(\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e)\u003c/sup\u003e Also, it has been established that adult learning involves neuronal remodelling and new neuron generation, which can be achieved by novel methods of learning.\u003csup\u003e(\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e)\u003c/sup\u003e Thus, innovative teaching-learning methods are a welcome strategy in medical education.\u003c/p\u003e \u003cp\u003eMultiple methods of inculcating technology have been used in medical education,\u003csup\u003e(\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e)\u003c/sup\u003e and social media platforms can easily form an interface among medical students to exchange views and information,\u003csup\u003e(\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e)\u003c/sup\u003e and have been documented to be well-accepted by students for blogging and interventions.\u003csup\u003e(\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e)\u003c/sup\u003e Some studies have used reel-making as an innovative method of learning English as a language and reported it as an enjoyable learning method.\u003csup\u003e(\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e)\u003c/sup\u003e Though learning a new language and medical education are different in multiple ways, we found that there is a paucity of data on reel-making being used in Medical Education. This study was therefore conducted to assess the perceptions and experiences of medical undergraduate students during educational reel-making as a novel and innovative way of learning ophthalmology.\u003c/p\u003e"},{"header":"Materials and methods","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003eI. Study Setting\u003c/h2\u003e \u003cp\u003eThis study was conducted in a private medical college in South India among undergraduate students in their third professional year, part I of the Bachelor of Medicine and Bachelor of Surgery (MBBS) program.\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eII. Study Period\u003c/h3\u003e\n\u003cp\u003eThe study was conducted for two months in July and August 2024.\u003c/p\u003e\n\u003ch3\u003eIII. Ethics\u003c/h3\u003e\n\u003cp\u003e This study was conducted in accordance with the Declaration of Helsinki. Approval was obtained from the institutional ethics committee (ref no. FMIEC/CCM/777/2024). Written informed consent was taken from all the participants, and privacy and confidentiality were ensured.\u003c/p\u003e\n\u003ch3\u003eIV. Study Design\u003c/h3\u003e\n\u003cp\u003eThis was a cross-sectional study to understand the perceptions of undergraduate medical students towards an innovative method of learning. The study employed an innovative method of learning where each batch was divided into 4 groups of 8 each. The groups were tasked with making educational reels about cataract and myopia awareness for the general public along with a set of guidelines.\u003c/p\u003e\n\u003ch3\u003eV. Population\u003c/h3\u003e\n\u003cp\u003eThe study population consisted of third-year undergraduate MBBS students who were posted in Ophthalmology clinics.\u003c/p\u003e \u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003eVI. Intervention\u003c/h2\u003e \u003cp\u003eThe intervention involved students creating \u003cb\u003eeducational reels\u003c/b\u003e about cataract and myopia awareness. Guidelines for reel-making\u003c/p\u003e \u003cp\u003e \u003cul\u003e \u003cli\u003e \u003cp\u003eThe content created should be original .\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eThe students were allowed to use the premises and equipment of the Ophthalmology outpatient department without including the patients or staff in their videos.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eContent must not contain explicit material, foul language, or lyrics.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eThey were given 2 days to complete the task.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eThe time limit for the videos was one minute.\u003c/p\u003e \u003c/li\u003e \u003c/ul\u003e \u003c/p\u003e \u003cp\u003eContent of reels\u003c/p\u003e \u003cp\u003eThe content for cataract awareness was covered under the following topics\u003c/p\u003e \u003cp\u003e \u003cul\u003e \u003cli\u003e \u003cp\u003eSymptoms of cataract\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eCauses of cataract\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eTreatment of cataract\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003ePostoperative care\u003c/p\u003e \u003c/li\u003e \u003c/ul\u003e \u003c/p\u003e \u003cp\u003eThe content for myopia awareness was covered under the following topics\u003c/p\u003e \u003cp\u003e \u003cul\u003e \u003cli\u003e \u003cp\u003eSymptoms of myopia\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eScreen overuse and myopia\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eTreatment of myopia\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003ePrevention of myopia progression\u003c/p\u003e \u003c/li\u003e \u003c/ul\u003e \u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eVII. Comparison\u003c/h3\u003e\n\u003cp\u003eA formal comparison group was not established.\u003c/p\u003e\n\u003ch3\u003eVIII. Outcome\u003c/h3\u003e\n\u003cp\u003eThe outcome of interest was to evaluate the students' perceptions of the innovative learning method through feedback collected via a questionnaire that was prepared and validated by five faculty from the Department of Ophthalmology who were also experienced medical educators. (Supplementary file-1) The questionnaire was prepared for this study. Once the students had completed making the reels, the questionnaire was shared via \u003cem\u003eGoogle Forms.\u003c/em\u003e The students were informed that there would not be any assessment of their reels. The semi-structured feedback questionnaire addressed aspects such as evoking interest, peer interaction, participation, and further recommendations. The questionnaire was ensured to be available online for three working days and comprised open-ended questions and closed responses on a five-point Likert scale.\u003c/p\u003e \u003cdiv id=\"Sec11\" class=\"Section2\"\u003e \u003ch2\u003eIX. Sample Size Estimation\u003c/h2\u003e \u003cp\u003eIn toto sampling was done to include all students of two batches attending clinical postings.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec12\" class=\"Section2\"\u003e \u003ch2\u003eX. Participant Selection: Inclusion and Exclusion Criteria\u003c/h2\u003e \u003cp\u003eAll third-year undergraduate MBBS students posted in the Ophthalmology clinics were included in the study. There were no specific exclusion criteria.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec13\" class=\"Section2\"\u003e \u003ch2\u003eXI. Sampling and Recruitment\u003c/h2\u003e \u003cp\u003e Participation was voluntary, and written informed consent was taken from all participants.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec14\" class=\"Section2\"\u003e \u003ch2\u003eStatistical analysis\u003c/h2\u003e \u003cp\u003eThe statistical analysis involved a combination of descriptive and inferential statistics to gain a comprehensive understanding of the data. Initially, frequency distributions were generated to summarize the data and provide an overview of the responses.\u003c/p\u003e \u003cp\u003eTo compare the mean scores of the last two questions between male and female respondents, an independent t-test was employed. This statistical test allowed for the examination of differences in the mean scores between the two groups, providing insight into whether there were any significant differences in the responses based on gender.\u003c/p\u003e \u003cp\u003eFurthermore, a chi-square test was used to compare the feedback responses. This non-parametric test is suitable for categorical data and helped to determine whether there were any significant associations or differences in the feedback provided by the respondents. By using these statistical tests, the analysis provided a more nuanced understanding of the relationships and differences within the dataset, allowing for more informed conclusions to be drawn. P values\u0026thinsp;\u0026lt;\u0026thinsp;0.05 were taken as significant.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec15\" class=\"Section2\"\u003e \u003ch2\u003eEthical considerations\u003c/h2\u003e \u003cp\u003eThis study was conducted in accordance with the Declaration of Helsinki. Approval was obtained from the institutional ethics committee (ref no. FMIEC/CCM/777/2024). Written informed consent was taken from all the participants, and privacy and confidentiality were ensured.\u003c/p\u003e \u003c/div\u003e"},{"header":"Results","content":"\u003cp\u003eA total of 52 responses were received, of which 42 were females and 10 were males. The responses of the students regarding their experience are shown in Table \u003cspan class=\"InternalRef\"\u003e1\u003c/span\u003e. Upon comparing the responses between males and females, we found that female students liked this novel idea of learning more than male students (statistically significant) The raw data has been included in the supplementary file \u0026minus;\u0026thinsp;2.\u003c/p\u003e\n\u003cp\u003e\u003cbr\u003e\u003c/p\u003e\n\u003cp\u003e\u0026nbsp;\u003c/p\u003e\n\u003ctable id=\"Tab1\" border=\"1\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\n \u003cp\u003eResponse of students regarding their experience in reel-making. The number of responses according by Likert scale have been indicated against each question.\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" rowspan=\"2\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\" rowspan=\"2\"\u003e\n \u003cp\u003eCategories\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" rowspan=\"2\"\u003e\n \u003cp\u003eN\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003eGender\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" rowspan=\"2\"\u003e\n \u003cp\u003eChi square\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" rowspan=\"2\"\u003e\n \u003cp\u003eP value\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eFemale (N (%))\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eMale (N (%))\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" rowspan=\"4\"\u003e\n \u003cp\u003eThe reels making activity evoked my interest in the subject/topic\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eAgree\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e31\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e25 (61)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e6 (54.5)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e4.217\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.239\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eDisagree\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1 (2.4)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1 (9.1)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eNeutral\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e4 (9.8)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3 (27.3)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eStrongly agree\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e12\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e11 (26.8)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1 (9.1)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" rowspan=\"3\"\u003e\n \u003cp\u003eThe interaction with my peers during reels making was fascinating\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eAgree\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e25\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e19 (47.5)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e6 (54.5)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.264\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.876\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eNeutral\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3 (7.5)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1 (9.1)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eStrongly agree\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e22\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e18 (45)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e4 (36.4)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" rowspan=\"4\"\u003e\n \u003cp\u003eMaking the reels perked my interest in the topic\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eAgree\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e26\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e21 (51.2)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e5 (45.5)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.055\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.383\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eDisagree\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1 (2.4)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1 (9.1)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eNeutral\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e5 (12.2)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3 (27.3)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eStrongly agree\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e16\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e14 (34.1)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e2 (18.2)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" rowspan=\"4\"\u003e\n \u003cp\u003eI actively participated in the reels making activity\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eAgree\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e15 (36.6)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e5 (45.5)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1.237\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.744\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eNeutral\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e4 (9.8)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e2 (18.2)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eStrongly agree\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e19\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e16 (39)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3 (27.3)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eStrongly Disagree\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e6 (14.6)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1 (9.1)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" rowspan=\"5\"\u003e\n \u003cp\u003eI liked the idea of having this new teaching-learning method\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eAgree\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e23\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e18 (43.9)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e5 (45.5)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e9.573\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cspan type=\"BoldUnderline\" class=\"BoldUnderline\" name=\"Emphasis\"\u003e0.048\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eDisagree\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e2 (4.9)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0 (0)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eNeutral\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e5 (12.2)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e4 (36.4)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eStrongly agree\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e17\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e16 (39)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1 (9.1)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eStrongly disagree\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0 (0)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1 (9.1)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eComparison of responses to \u0026ldquo;How helpful were the postgraduates and teachers in this activity?\u0026rdquo; between the two groups shows that their scores were higher in Female group with a t value of -0.168 and is statistically non significant with a p value of 0.867. Comparison of responses to \u0026ldquo;Do you feel this type of innovative teaching- learning method should be advocated in all subjects?\u0026rdquo; between the two groups shows that the scores are higher in Female group with a t value of -0.329 and is statistically non significant with a p value of 0.743. [Table \u003cspan class=\"InternalRef\"\u003e2\u003c/span\u003e]\u003c/p\u003e\n\u003cdiv class=\"gridtable\"\u003e\u0026nbsp;\u0026nbsp;\u003ctable id=\"Tab2\" border=\"1\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\n \u003cp\u003eResults of Independent t test for understanding the perceptions towards two questions. P\u0026thinsp;\u0026lt;\u0026thinsp;0.05 is considered statistically significant.\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\u0026nbsp;\u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eMale(n\u0026thinsp;=\u0026thinsp;10)\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eFemale(n\u0026thinsp;=\u0026thinsp;41)\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\" rowspan=\"2\"\u003e\n \u003cp\u003et\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\" rowspan=\"2\"\u003e\n \u003cp\u003eP VALUE\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\u0026nbsp;\u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eMean\u0026thinsp;\u0026plusmn;\u0026thinsp;sd\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eMean\u0026thinsp;\u0026plusmn;\u0026thinsp;sd\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eHow helpful were the postgraduates and teachers in this activity?\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e6.9\u0026thinsp;\u0026plusmn;\u0026thinsp;2.64\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e7.05\u0026thinsp;\u0026plusmn;\u0026thinsp;2.48\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e-0.168\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0.867\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eDo you feel this type of innovative teaching- learning method should be advocated in all subjects?\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e7.36\u0026thinsp;\u0026plusmn;\u0026thinsp;2.29\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e7.61\u0026thinsp;\u0026plusmn;\u0026thinsp;2.18\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e-0.329\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0.743\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003eThe responses to the questions \u0026ldquo;Challenges faced by the students during the reel-making activity\u0026rdquo; have been tabulated in Table \u003cspan class=\"InternalRef\"\u003e3\u003c/span\u003e. Most of the problems were regarding time constraints and content condensation.\u0026nbsp;\u003c/p\u003e\n\u003ctable id=\"Tab3\" border=\"1\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\n \u003cp\u003eResponses to the question \u0026ldquo;What were the challenges faced by the students?\u0026rdquo;. T.\u0026nbsp;\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eProblem\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eDescription\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eNumber of Students\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003ePercentage\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eTime Constraints\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eLimited time for preparation and execution; short duration for project completion and internet access.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e35%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eContent Condensation\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eDifficulty in condensing content into short reels and managing the length of the message effectively.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e25%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eTeam Coordination\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eIssues with teamwork and coordination among peers; not everyone contributed equally.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e25%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eTechnical Skills\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eLack of editing skills made it challenging to create engaging content\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e20%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eLocation Limitations\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eInsufficient space available for video shooting.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e10%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eAttention Span\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eChallenges with maintaining attention and focus during the process.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e10%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eInitial Hesitation\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eNovelty of the concept caused initial hesitance, but comfort increased over time.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e10%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eBalancing Responsibilities\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eDifficulty in balancing video production with regular classwork and other subjects.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e15%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eEngagement Challenges\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eNeed to make the reel interactive and engaging, which added to the complexity of the project.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e15%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eWe received 20 positive responses about the activity and have summarised in Table 4. These are responses to an open-ended question- \u0026ldquo;What did you like about this activity?\u0026rdquo; Most of the students felt this activity was an outlet for their creativity and helped in team collaboration. They felt it was a fun way of learning.\u003c/p\u003e\n\u003cdiv\u003e\n \u003ctable border=\"1\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv\u003eTable 4\u003c/div\u003e\n \u003cdiv\u003e\n \u003cp\u003eResponses to the question \u0026ldquo;What did you like about the activity?\u0026rdquo;\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003ePositive Feedback\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eComments\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eNumber of Students\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003ePercentage\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eCreativity Outlet\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eStudents enjoyed expressing creativity for a good cause and developing innovative ideas.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e35%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eTeam Collaboration\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eWorking with teammates fostered a sense of community and collaboration.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e25%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eFun and Engaging Experience\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eThe activities were perceived as fun, enjoyable, and a break from traditional learning methods.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e25%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eEducational Value\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eStudents found the project informative and beneficial for learning about the topic in an engaging way.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e20%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eIncreased Interest in Subject\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eThe activity sparked a greater interest in the subject matter.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e10%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eInteractive Learning\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eThe project facilitated interaction among classmates and made learning more dynamic and engaging.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e10%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eEffective Communication and Idea Exchange\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eStudents appreciated the opportunity to share ideas and engage in group discussions.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e10%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eVisual Learning Benefits\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eVisual aids helped students grasp information quickly, especially for visual learners.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e15%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n\u003c/div\u003e"},{"header":"Discussion","content":"\u003cp\u003eThis innovative learning method was well accepted by the undergraduate students, who described it as an enjoyable learning method. With the current generation being more \u0026ldquo;technologically-savvy\u0026rdquo;, the learning methods are evolving, and there is an increased scope for innovations in medical education. Social media is revolutionizing medical education owing to its widespread availability and ease of use.\u003csup\u003e(\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e, \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e)\u003c/sup\u003e According to a study, applications like YouTube are useful for creating instructional videos, which was a well-received method of learning by around 75% of respondents.\u003csup\u003e(\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e)\u003c/sup\u003e\u003c/p\u003e \u003cp\u003eInstagram is a -sharing social networking interface in which short video clips termed \u0026ldquo;reels\u0026rdquo; can be uploaded with a hashtag-#. Reels incorporate ideas with texts, audio, and other creative tools and are an enjoyable way that can help to connect with the audience. Being used predominantly for recreational purposes, it has a potential for education as well. Instagram has been found useful in creating educational videos in Oncology, Hematology,\u003csup\u003e(\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e)\u003c/sup\u003e Plastic surgery, Dentistry, and Anatomy.\u003csup\u003e(\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e)\u003c/sup\u003e These studies mainly focused on the acceptance of students concerning the educational materials available from Instagram in the form of reels. Our study, on the other hand, focused on learning from creating educational material.\u003c/p\u003e \u003cp\u003eKrathwol\u0026rsquo;s revision of Bloom\u0026rsquo;s taxonomy places \u0026ldquo;create\u0026rdquo; or \u0026ldquo;innovate\u0026rdquo; at the highest level in the learning pyramid.\u003csup\u003e(\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e)\u003c/sup\u003e Thus, creating something strikes the highest order of our cognitive domain and it incorporates generating, planning, and producing. In our study, we allowed the students to create an educational reel, thus striking the highest level of the cognitive domain. Though reel-making is more for creating awareness, it can help in creating interest as perceived by our students, which can motivate them to learn more about the subject. We received positive responses regarding students' perceptions regarding this activity. Many students described this innovative learning as a \u0026ldquo;healthy way of using Instagram\u0026rdquo; and almost half the students agreed and accepted this new learning method. \u0026ldquo;Fun\u0026rdquo; was a commonly used word in their positive comments. They also felt their peer interaction improved during this exercise. They were willing to recommend such activities to their juniors and extend such methods to other subjects as well. Overall, there was a positive response to this innovative teaching-learning method. There are no similar studies where reel-making was used as a method of learning Ophthalmology in literature and this is the first such study.\u003c/p\u003e \u003cp\u003eThe limitation of this innovative way of learning ophthalmology was that it dealt with only 2 topics and was conducted among a limited number of students in a single institution. Also, the roll numbers were collected during the feedback which has interfered with anonymity of the responses. Thus, the results cannot be generalized to other medical students. Sample size calculation was not done and hence it is a limitation of our study. Nonetheless, this novel non-conventional method of learning was found to be an acceptable method by undergraduate students.\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eInnovative teaching-learning methods are becoming a necessary educational reform today and including the use of gadgets and social media can have a positive response from the students. Reel-making activity was found to be a creative and enjoyable way of learning by medical students. Time consumption and content delivery can be hurdles in such innovative methods of learning. .\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003ea.\u0026nbsp; \u0026nbsp;Ethical approval and consent to participate\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eClearance for including students in the study was obtained from the institutional Ethics committee (Ref no. FMIEC/CCM /777 /zaz4). (supplementary file-3)\u0026nbsp;We have not sought permission from students to use their reels and hence they are not available.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eb.\u0026nbsp; \u0026nbsp;Informed consent\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eWritten informed consent or assent was taken from all the participants, privacy and confidentiality was ensured.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003ec.\u0026nbsp; \u0026nbsp;Availability of data and materials\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eWe have preserved the reels made by the students and also the responses given by them. The results have been shared as supplementary file-2.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003ed.\u0026nbsp; \u0026nbsp;Competing interests\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNone\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003ee.\u0026nbsp; \u0026nbsp;Funding\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNone\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003ef.\u0026nbsp; \u0026nbsp;\u0026nbsp;Author’s contributions\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eDr. Suanayana Bhat\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eplanning the innovative teaching method, drafting the questionnaire and correction of the manuscript\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eDr. Madhurima A Nayak\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003econducting the teaching method, collection and analysis of data and drafting the manuscript\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eDr. Vinay PG\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003eg.\u0026nbsp; \u0026nbsp;Acknowledgements\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e1.\u0026nbsp; \u0026nbsp;Dr Tejaswi HL, Professor, Adichunchungiri Institute of Medical Sciences, Bellur, Karnataka for guiding in drafting the manuscript.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e2.\u0026nbsp; \u0026nbsp;Dr. Srikant N, Proferrosr, Department of Oral Pathology, Manipal college of Dental Sciences, Mangalore, Manipal Academy of Higher Education for guiding us with statistical analysis.\u0026nbsp;\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eO\u0026rsquo;Doherty D, Dromey M, Lougheed J, et al. Barriers and solutions to online learning in medical education \u0026ndash; an integrative review. BMC Med Educ. 2018;18:130.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eRegmi K, Jones L. A systematic review of the factors \u0026ndash; enablers and barriers \u0026ndash; affecting e-learning in health sciences education. BMC Med Educ. 2020;20:91.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eHaider R, Mehdi A, Zehra A. Innovation in Medical Education: Advantages and Limitations. J Surg Case Rep Images. 2024;7(2). \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.31579/2690-1897/178\u003c/span\u003e\u003cspan address=\"10.31579/2690-1897/178\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eBoms O, Shi Z, Mallipeddi N, et al. Integrating innovation as a core objective in medical training. 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Theory Into Pract. 2002;41(4):212\u0026ndash;8. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1207/s15430421tip4104_2\u003c/span\u003e\u003cspan address=\"10.1207/s15430421tip4104_2\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":true,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"bmc-medical-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"meed","sideBox":"Learn more about [BMC Medical Education](http://bmcmededuc.biomedcentral.com/)","snPcode":"","submissionUrl":"https://www.editorialmanager.com/meed/default.aspx","title":"BMC Medical Education","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"em","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"Innovative learning, perception, Medical Education, Reel-making, Ophthalmology","lastPublishedDoi":"10.21203/rs.3.rs-6006194/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-6006194/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003e\u003cstrong\u003eBackground\u003c/strong\u003e: The perceptions and learning methods among students have been rapidly changing over the past few years and thus, there is a need for innovative teaching-learning methods to train the Indian Medical Graduates in the present day.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eObjectives\u003c/strong\u003e: The study aimed to assess undergraduate medical students’ perception of reel making as an innovative teaching-learning method in ophthalmology.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eMaterials and methods\u003c/strong\u003e: This descriptive, cross-sectional study was conducted among third-professional MBBS students attending ophthalmology clinics in a private medical college in South India in July-August 2024. A total of 64 students were assigned to make educational reels about cataract and myopia awareness for the general public. Their perception and experience of this innovative learning method are collected from students using a pre-validated questionnaire using a five-point Likert scale for 10 questions collected through an online survey. Data was analyzed by chi square, independent t-test and descriptive analysis. \u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eResults\u003c/strong\u003e: 52 out of 64 (81.25%) students completed the survey. \u0026nbsp;59.6% agreed that the reel-making activity evoked more interest in learning, 43.3% strongly agreed that it was a fascinating activity, 50% strongly agreed that it perked their interest, 44.2% strongly agreed that they liked the idea of innovative learning, and 46.2% strongly felt they would recommend this method to others. Many students used the word “fun” when describing their experience.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConclusions\u003c/strong\u003e: Innovative teaching through reel-making activity was not only found to spark interest but was also reported to be an enjoyable learning experience among students, and thus could be used as a useful innovative method in medical education.\u003c/p\u003e","manuscriptTitle":"Perception Of Undergraduate Medical Students Regarding “Reel-Making” As An Innovative Learning Method In Ophthalmology: A cross-sectional study","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-04-18 07:06:46","doi":"10.21203/rs.3.rs-6006194/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2025-04-22T06:54:38+00:00","index":"","fulltext":""},{"type":"reviewerAgreed","content":"27749312529279297325385652758759856360","date":"2025-04-21T03:19:56+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"336745403942011539645438480844350308965","date":"2025-04-20T12:48:45+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-04-20T05:11:28+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-04-19T11:41:42+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"326268897589982896616105024467468955538","date":"2025-04-17T11:01:40+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"89468345434579923269955633148328521823","date":"2025-04-17T07:42:41+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2025-04-17T07:34:36+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-04-16T14:02:02+00:00","index":"","fulltext":""},{"type":"submitted","content":"BMC Medical Education","date":"2025-04-12T10:53:07+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"bmc-medical-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"meed","sideBox":"Learn more about [BMC Medical Education](http://bmcmededuc.biomedcentral.com/)","snPcode":"","submissionUrl":"https://www.editorialmanager.com/meed/default.aspx","title":"BMC Medical Education","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"em","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"e512d1f8-08a4-4ac0-a8f8-2a42a99174c0","owner":[],"postedDate":"April 18th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"published-in-journal","subjectAreas":[],"tags":[],"updatedAt":"2025-06-02T16:10:05+00:00","versionOfRecord":{"articleIdentity":"rs-6006194","link":"https://doi.org/10.1186/s12909-025-07352-y","journal":{"identity":"bmc-medical-education","isVorOnly":false,"title":"BMC Medical Education"},"publishedOn":"2025-05-26 15:57:24","publishedOnDateReadable":"May 26th, 2025"},"versionCreatedAt":"2025-04-18 07:06:46","video":"","vorDoi":"10.1186/s12909-025-07352-y","vorDoiUrl":"https://doi.org/10.1186/s12909-025-07352-y","workflowStages":[]},"version":"v1","identity":"rs-6006194","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-6006194","identity":"rs-6006194","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}