Effectiveness of Video-Assisted Teaching Modules in Health Education: A Focused Literature Review of Studies Published Between 2015 and 2025

BackgroundHealth education is an essential component of healthcare practice, disease prevention, health promotion, and patient empowerment. Traditional teaching methods may not always ensure learner engagement, consistency of information, or effective understanding among diverse populations. Video-Assisted Teaching Modules (VATMs) have increasingly been used as structured audiovisual educational interventions in nursing, clinical, community, maternal-child, caregiver, and public health settings. However, the available evidence is dispersed across different populations, health topics, and research designs.AimTo review and synthesize the available evidence regarding the effectiveness of Video-Assisted Teaching Modules in improving health-related knowledge, attitude, practice, and related outcomes among different population groups.MethodsA focused literature review was undertaken using a structured review framework. Original research studies published between 2015 and 2025 were considered. Studies were eligible if they evaluated a Video-Assisted Teaching Module or explicitly identified VATM as an educational intervention and reported measurable outcomes following the intervention. The review was not restricted to nurses or nursing students and included healthcare workers, students, mothers, women, caregivers, and community populations. Study characteristics, including population, sample, health topic, intervention, research design, comparator, and outcomes, were extracted and synthesized narratively.ResultsThe reviewed evidence demonstrated broad application of VATM across clinical, community, educational, maternal-child, caregiver, and public health contexts. The majority of studies used pre-experimental one-group pre-test/post-test designs. Knowledge was the most frequently measured outcome, while attitude, practice, and utilization were evaluated less frequently. Across the reviewed studies, VATM was generally associated with improvement in post-intervention knowledge. Studies evaluating practice and attitude also reported favourable outcomes. However, the evidence base was characterized by methodological heterogeneity, frequent absence of control groups, variable sample sizes, and limited assessment of long-term learning retention.ConclusionVideo-Assisted Teaching Modules appear to be useful educational interventions for improving health-related knowledge across diverse populations and health topics. Their structured and audiovisual nature makes them potentially valuable in nursing education, patient education, caregiver education, and community health. However, stronger comparative research designs and longer follow-up periods are required to establish the sustained and comparative effectiveness of VATM.