Evaluating the Educational Impact of Video Tutorials on Coproparasitological Diagnostic Techniques in Veterinary Parasitology: A Cross-Sectional Study

Abstract

(1) Background: Coproparasitological techniques are fundamental in veterinary medicine for diagnosing intestinal parasitic infections and form a core part of clinical training. Due to their procedural nature, teaching these techniques can benefit from scalable, visual tools that support skill acquisition and self-directed learning. This study aimed to evaluate the impact of instructional videos on students’ understanding and perceptions of coproparasitological methods. (2) Methods: A cross-sectional study was conducted with 110 veterinary students who viewed instructional videos covering 11 coproparasitological techniques. Their knowledge was assessed using a 17-item multiple-choice exam. Additionally, a structured opinion questionnaire was used to gather student feedback on the clarity and usefulness of the videos. (3) Results: Fourteen of the seventeen exam items were answered correctly by more than 80% of participants, with one item reaching 96.4% accuracy. Regarding perceptions, 94% of students rated the videos as “very clear”, and 94% as “very useful”, highlighting strong acceptance and satisfaction. (4) Conclusions: Instructional videos significantly supported students’ comprehension and were perceived as effective learning tools. Their integration into veterinary parasitology curricula is recommended to reinforce technical training, improve learning outcomes, and address limitations in access to hands-on instruction, especially in resource-constrained educational settings. Overall, instructional videos represent a valuable strategy to strengthen practical competencies in veterinary parasitology education.

1. Introduction

Veterinary parasitology is a core subject within the veterinary medical curriculum, providing essential competencies for the diagnosis and management of parasitic infections in domestic and production animals. Among the fundamental diagnostic procedures taught are coproparasitological techniques, which include flotation, sedimentation, Baermann funnel, modified Ziehl–Neelsen (Kinyoun), McMaster egg count, and direct microscopic methods. Mastery of these techniques requires not only theoretical understanding but also practical familiarity with specific tools, reagents, and microscopic criteria.

However, traditional instruction methods, often relying on static images, lectures, or limited lab time, may not fully bridge the gap between knowledge and hands-on skill acquisition. This pedagogical challenge becomes particularly evident in large student cohorts or in resource-constrained educational settings, where access to laboratory equipment and specimens may be restricted.

The integration of digital learning resources, particularly audiovisual tools, presents a promising solution. Previous studies in medical education have shown that video tutorials, especially when hosted on platforms like YouTube or institutional websites, significantly enhance the retention of pathology, parasitology as well as anatomical and clinical skills [1,2,3]. Students benefit from the flexibility, repetition, and visualization advantages provided by video-based instruction.

In their 2011 study, Roshier, Foster, and Jones examined how veterinary students used and perceived video-based teaching tools, focusing on the “Moo Tube” platform created at the University of Nottingham. Utilizing a student-centered approach, the researchers conducted focus groups with students from the first three years of the veterinary program. Participants discussed the strengths and weaknesses of the video resources, leading to the identification of four key themes: teaching enhancement, accessibility, technical quality, and video content. Among these, teaching enhancement and accessibility were rated most highly by students. Additionally, analysis of video usage patterns revealed a significant increase in views prior to practical examinations, indicating that students found the videos particularly useful for exam preparation. The study concluded that students had a positive perception of video usage in higher education [4].

The COVID-19 pandemic brought unprecedented challenges to higher education, necessitating a rapid shift from traditional face-to-face teaching to digital and remote learning environments. This disruption was particularly significant in fields requiring strong visual and practical components, such as parasitology. The pandemic catalyzed a global rethinking of parasitology education, encouraging educators to explore new formats for content delivery, including synchronous and asynchronous online teaching methods [5].

The authors emphasize that the challenges posed by the pandemic also presented opportunities to innovate and enhance parasitology education. They advocate for the continued integration of digital tools and reflective practices to enrich learning experiences. Their experiences suggest that a thoughtfully designed online curriculum can effectively deliver complex scientific content and may inform future educational strategies beyond the pandemic context [5].

Ding et al. [6] conducted a study to evaluate the effectiveness of tutorial-style lecturing videos in an online biology course. They found that students with medium prior knowledge benefited the most from the tutorial-style videos, possibly due to a shared mental model between the students in the videos and the viewers.

Innovative strategies for teaching veterinary parasitology have emerged in recent years to address the challenges of student engagement and conceptual complexity. A study by Clause et al. [7] described a blended learning approach implemented at the Freie Universität Berlin, which combined traditional lectures with interactive sessions and practical laboratory exercises. Their program emphasized morphological diagnostics and the integration of parasitological knowledge through case-based learning and the use of digital tools, aiming to foster deeper understanding while maintaining the clinical relevance of parasitology instruction.

Expanding on this pedagogical evolution, a previous study [8] highlighted both opportunities and constraints in 21st-century veterinary parasitology education from the perspectives of educators and learners. They emphasized that while digital tools can support flexible, student-centered learning, they must be critically integrated into curricula that remain aligned with professional competencies and the broader One Health framework. Their analysis called for curricula that balance traditional methods with emerging technologies to promote not only knowledge retention but also interdisciplinary thinking and problem-solving.

In line with these principles, a previous publication [9] explored the use of visualization technologies to enhance student learning in veterinary acarology and entomology. By developing and evaluating an interactive album for the identification of arthropods of veterinary importance, they demonstrated that digital visual aids significantly improved student performance and satisfaction. Their findings support the notion that immersive, well-designed visual tools can bridge the gap between theoretical knowledge and practical application, reinforcing parasitological competencies in diverse learning environments [9].

Despite the increasing recognition of such tools, their systematic implementation and evaluation in veterinary parasitology remains limited. This study seeks to address that gap by investigating the educational impact of structured video tutorials created specifically for the teaching of coproparasitological diagnostics in a veterinary context.

In addition to measuring academic performance via item analysis of a written exam, we collected subjective feedback through an anonymous questionnaire to explore student perceptions regarding clarity, utility, pace, and visual design of the videos. Special emphasis was placed on the inclusion of real images of diagnostic reagents, laboratory materials, and parasitic elements—such as eggs, cysts, and larvae—which were featured both within the video tutorials and on the website of the Department of Parasitology at the Faculty of Veterinary Medicine of the UNAM.

This study aimed to evaluate the impact of instructional videos on students’ understanding and perceptions of coproparasitological diagnostic methods within a veterinary education context. The objectives of this study were to assess the effectiveness of instructional videos in enhancing students’ conceptual understanding of coproparasitological techniques, and to explore their perceptions regarding the clarity, accessibility, and overall usefulness of the video-based instructional format.

2. Materials and Methods

2.1. Study Design and Participants

This cross-sectional study involved 110 fourth-year veterinary students enrolled at the Faculty of Veterinary Medicine and Animal Science (FMVZ), National Autonomous University of Mexico (UNAM). Participation was voluntary and anonymous, and the study was conducted as part of an internal educational evaluation approved by the faculty’s academic board.

All participants had previously attended conventional lectures on parasitology and were introduced to eleven coproparasitological diagnostic techniques through a structured set of educational videos. These included direct wet mount, flotation, sedimentation, Faust method, Baermann technique, coproculture, Kinyoun staining, McMaster quantification, Graham method, fecal sieving, and macroscopic observation.

2.2. Video Tutorials and Platform

The video tutorials were produced by academic staff of the Department of Parasitology and featured high-resolution footage of practical procedures, including reagent preparation, sample processing, and microscopic observation. Each video lasted between 1.5 and 3 min and used voice-over narration accompanied by labels and arrows to reinforce procedural steps.

To ensure accessibility, the videos were uploaded to a dedicated section of the department’s institutional website (https://dxcoprovet.fmvz.unam.mx) (accessed on 7 May 2025), along with still images of diagnostic findings and supplemental diagrams. The use of real visuals rather than animations was intentional, aiming to provide learners with a direct representation of what they will observe in practice.

2.3. Evaluation Instruments

Undergraduate students were informed before the application of the exam that their participation was entirely voluntary and anonymous, and that all data would be handled with strict confidentiality. On the day of the exam, during a scheduled session, students watched the instructional videos and immediately completed the knowledge assessment and provided feedback by answering a questionnaire.

Two main tools were used to evaluate the impact of the videos:

• A 17-question multiple-choice exam designed to assess theoretical understanding and procedural logic.
• A 10-question opinion questionnaire focusing on students’ perceptions of the clarity, duration, visual aids, pacing, and overall quality of the videos.

Each exam item was mapped to a specific technique. Distractors were carefully constructed to reflect common misconceptions. The opinion questionnaire employed Likert-scale options and was answered anonymously immediately after the viewing session and exam.

2.4. Statistical Analysis

Descriptive statistics (mean, standard deviation, proportions) were calculated for each exam item. Item difficulty was measured by the percentage of correct answers, and item discrimination by the point-biserial correlation between item score and total score. For the opinion questionnaire, frequencies of each response option were calculated and summarized.

3. Results

3.1. Knowledge Assessment Through Exam Performance

Students demonstrated strong overall performance. Fourteen out of seventeen items were answered correctly by more than 80% of participants, indicating high assimilation of the material. Notably, the question on the main objective of fecal sieving reached 96.4% accuracy with a high discrimination index (0.683), showing that even students with moderate performance answered correctly (

Table 1. Item analysis of the 17-question multiple-choice exam applied to veterinary students after viewing coproparasitological instructional videos.

Question	Correct Answer	Correct (n)	Correct (%)	Discrimination Factor
1	D	97	88.2%	0.406
2	B	86	78.2%	0.529
3	D	98	89.1%	0.668
4	A	103	93.6%	0.541
5	C	91	82.7%	0.394
6	D	100	90.9%	0.663
7	A	101	91.8%	0.756
8	A	96	87.3%	0.544
9	D	98	89.1%	0.576
10	D	103	93.6%	0.606
11	B	106	96.4%	0.683
12	C	99	90.0%	0.633
13	B	100	90.9%	0.452
14	B	106	96.4%	0.734
15	D	50	45.5%	0.387
16	A	100	90.9%	0.463
17	A	91	82.7%	0.512

).

The most challenging question pertained to the equipment used in larval migration (Baermann), which only 45.5% of students answered correctly. The discrimination index for this item was 0.387, just below the recommended threshold of 0.4, suggesting that future improvements in visual clarity or explanation may be beneficial.

Other items, such as those on the use of the McMaster chamber, function of the coproculture, and application of the Kinyoun stain, had high accuracy (>90%) and strong discrimination (>0.6), supporting the effectiveness of the audiovisual format.

3.2. Student Feedback from Questionnaire

Student perceptions were overwhelmingly positive and are shown in

Table 2. Percentage distribution of responses to the opinion questionnaire about coproparasitological instructional videos (n = 110).

Question	Answer
1. Which technique did you observe in the videos?	Flotation 25%
	McMaster 23%
	Graham 10%
	Kinyoun 10%
	Faust 5%
	Sedimentation 5%
	Macroscopic 5%
	Direct microscopic 5%
	Fecal culture 5%
	Baermann 5%
	Sieving 2%
2. How clear was the video content?	Very clear 94%
	Clear 6%
3. How was the duration of the videos?	Suitable 85%
	Very short 3%
	Very large 2%
	Somehow large 10%
4. How much did the videos help you understand the diagnostic methods?	A lot 90%
	Considerably 8%
	Not much 2%
5. How useful were the visual resources?	Very useful and well-integrated 94%
	Useful in general 5%
	Not very useful 1%
6. How was the pace of the videos?	Very suitable and easy to follow 93%
	Suitable in general 5%
	Somehow fast and confusing 1%
	Difficult to follow 1%
7. How was the language used?	Language was clear and understandable for students 88%
	Technical but understandable 11%
	Too technical or confusing 1%
8. Were the techniques sufficiently explained?	Yes, absolutely 92%
	Mostly yes 5%
	Some parts lacked explanation 3%
9. Would you recommend these videos to others?	Yes, definitely 96%
	Maybe 4%
10. How would you rate the videos overall?	Excellent 97%
	Good 3%

. Regarding content clarity, 94% rated the videos as “very clear” and 6% as “clear”. When asked about usefulness for understanding, 90% chose “very much”, while 8% selected “somewhat”. The duration of the videos was considered “adequate” by 85%, with only 3% responding “too short”.

Visual resources received particular praise: 94% found them “very useful and well integrated”. The pacing was rated as “very adequate and easy to follow” by 93%, highlighting the videos’ accessibility and flow.

Importantly, 97% of students rated the overall quality of the tutorials as “excellent”, and 98% stated they would recommend them to other students. These results suggest that the videos not only support cognitive learning but also foster a positive emotional response to the content.

4. Discussion

Our findings corroborate previous research indicating the pedagogical value of video-based learning in health sciences education. In veterinary parasitology, where visual identification and procedural fluency are critical, audiovisual tools provide a multisensory experience that is difficult to replicate through conventional slides or manuals.

The strong exam performance and high satisfaction levels among students suggest that the use of authentic, context-rich visuals fosters deeper engagement and conceptual retention. This aligns with studies by Jaffar [10] and Barry et al. [3], who emphasize the value of audiovisual formats tailored to the “YouTube generation” in improving comprehension and motivation.

While the overall impact was positive, the lower score observed in the Baermann technique item reflects a potential instructional gap. This could be due to the subtlety of the equipment configuration or the brevity of its video. Addressing this in future versions—perhaps with schematic overlays or extended demonstrations—could enhance clarity.

Our findings also align with those of Ding et al. [6], who reported that students engaged with tutorial-style videos, which simulate one-on-one tutoring sessions, demonstrated better learning outcomes compared to those who viewed traditional didactic videos. The study suggests that incorporating tutorial-style videos can enhance student engagement and comprehension in online science education.

In our study, 94% of students found the video tutorials very clear and 90% stated the videos substantially helped them understand the techniques. These results suggest that both interactive databases and video tutorials are valuable digital learning resources, each serving distinct but complementary purposes in veterinary parasitology education.

Finally, our approach supports foundational laboratory skill development and procedural visualization. The combination of both tools—databases for treatment selection and videos for diagnostic proficiency—could represent a comprehensive digital pedagogical strategy. Future curricula may benefit from their integration to simultaneously develop cognitive, procedural, and clinical decision-making competencies.

5. Conclusions

This study demonstrates that video tutorials enriched with real-life images and hosted on an institutional platform significantly improve both objective knowledge and subjective satisfaction in the learning of coproparasitological diagnostics. Given the scalability and sustainability of these materials, they represent a valuable addition to parasitology curricula in veterinary programs worldwide.

The overwhelmingly positive feedback from students and the robust item analysis of exam results suggest that this educational approach facilitates active learning and is well-received by participants. We recommend the continued development and integration of audiovisual resources in veterinary parasitology and propose future research exploring their combined use with clinical decision-support tools such as digital databases.