Comparative study of video-based versus mannequin-based learning on IV cannulation competency in third-year MBBS students at PMT

Background: Intravenous (IV) cannulation is a core clinical skill for medical students. While mannequin-based teaching is traditionally used, video-based learning offers standardized, repeatable demonstrations. This study compares the effectiveness of video-based versus mannequin-based learning in improving IV cannulation competency among third-year MBBS students. Methodology: This observational cross-sectional analytical study was conducted in the Department of Anaesthesiology and Critical Care at Pravara Rural Hospital, Loni, among 100 MBBS third-year students undergoing training in IV cannulation and IM injection. Students were randomly divided into two groups: one received integrated video-based teaching, while the other received mannequin-based demonstration. Knowledge assessment was carried out using structured, validated pre- and post-test questionnaires consisting of 10 questions each on IV cannulation and IM injection and results were compared to evaluate the effectiveness of the teaching methods. Results: A total of 100 third-year MBBS students were randomized into video-based (n = 50) and mannequin-based (n = 50) groups. Baseline knowledge was comparable between groups across all IV cannulation parameters (p>0.05). Post-intervention, the mannequin-based group showed significantly higher correct responses for key procedural steps, including IV site flushing (76% vs 52%, p = 0.012), needle insertion angle (82% vs 60%, p = 0.014), action if blood was not seen (78% vs 52%, p = 0.007), and needle selection (92% vs 76%, p = 0.037), indicating superior applied knowledge compared to video-based learning. Conclusion: Mannequin-based simulation significantly improved knowledge and applied skills in intravenous cannulation compared to video-based learning, with higher correct responses for key procedural steps such as IV site flushing, needle insertion angle, action when blood was not seen, and needle selection. Video-based learning improved foundational knowledge, but hands-on simulation led to superior practical competence and skill retention.