Impact of Video-Assisted Teaching on Students’ Knowledge of Heart Attack Risk Factors and Prevention Among Engineering Students at Mangalore

Abstract

Background: Myocardial infarction remains a major contributor to global morbidity and mortality. Limited awareness of its Risk Factors and Preventive Strategies has led to an increasing occurrence of heart attacks among young adults. Educational interventions using Video-assisted teaching has been demonstrated to be an effective strategy for improving knowledge levels and promote healthy lifestyle practices.

Objectives: To assess baseline knowledge on heart attack risk factors and prevention, evaluate the effectiveness of video-assisted teaching, and determine the association between selected demographic variables and pre-test knowledge scores among undergraduate engineering students.

Methods: A quantitative pre-experimental one-group pre-test–post-test design was adopted. The study included fifty undergraduate engineering students from selected engineering colleges in Mangaluru. The sample was drawn using a simple random sampling method, and data were collected with the aid of a structured questionnaire for knowledge assessment, following ethical approval and informed consent. An instructional programme delivered through video-based teaching on the risk factors of heart attack and preventive measures was administered after the pre-test. Data were analysed using descriptive and inferential statistics.

Results: Pre-test findings showed that 74% of the participants possessed adequate knowledge, 22% had moderate knowledge, and 4% had inadequate knowledge. Following the intervention, all participants (100%) achieved adequate knowledge. There was a notable and statistically significant rise in the mean knowledge score from 21.46 ± 4.03 in the mean knowledge score increased from the pre-test to 24.36 ± 0.98 in the post-test, and the difference was statistically significant (t=5.433, p<0.05) There was no meaningful statistical association between baseline knowledge and the majority of demographic variables examined. However, a statistically significant association was observed with family history of chronic illness (χ²=24.49, p < 0.05). 
Conclusion: Video-assisted teaching proved to be highly effective in enhancing knowledge on heart attack risk factors and preventive measures among engineering students. Incorporating audiovisual educational interventions into student health programmes may contribute to improved awareness, adoption of healthy behaviours, and long-term cardiovascular risk reduction among young adults.