Abstract
This review aims to explore the use and educational impact of the Pecha Kucha presentation format in medical education, as well as its integration with active learning methodologies. A comprehensive literature search was conducted in Medline, Embase, ScienceDirect, and Scopus to identify studies that assessed Pecha Kucha in undergraduate, postgraduate, or patient education. Fourteen English-language studies published up to September 2024 were included. Studies were evaluated for design, participant population, learning outcomes, and pedagogical integration. The selected studies employed quantitative, qualitative, and mixed-method approaches. Most studies reported positive educational outcomes, including improved knowledge retention, clearer communication, and enhanced learner engagement. Pecha Kucha was particularly effective when integrated with self-directed, problem-based, case-based, or team-based learning strategies. Participants, including students, residents, and patients, highlighted the format’s value in promoting concise, visually engaging presentations, although some noted difficulties adapting to its strict timing constraints. Pecha Kucha is a promising educational tool that incites active learning, efficient communication, and engagement in medical education. When combined with other pedagogical strategies, it contributes to a more dynamic and student-centered learning environment.
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Key Words: Pecha Kucha, Medical education, Teaching methods, Educational technology, Learning
Introduction
Pecha Kucha, derived from Japanese “chit-chat,” is a new innovative presentation style in which relevant information is presented using the “20×20” format with 20 slides auto-advancing after 20 seconds. With this method, the entire topic is presented in 6 minutes and 40 seconds with slides that rely primarily on pictures, images, and tables. Initially introduced in 2003 by Japanese architects Astrid Klein and Mark Dythman, Pecha Kucha has gradually made its way into various aspects of medical education [
1,
2]. Nowadays, presenting topics in an assertive and timely manner is an important skill to master at all levels of medical education. Scientific information is often presented to an audience using PowerPoint presentations, which can lead to overuse of slides and exceed time limitations. This is even more prevalent in young speakers who are still developing communication skills. Traditional presentation training often emphasizes slide preparation and delivery but does not consistently teach students how to prioritize content, communicate within strict time limits, or engage audiences effectively. As a result, presentations may become overloaded with text, exceed time allocations, and fail to hold attention—challenges that are especially evident among novice speakers. Pecha Kucha offers a structured alternative that directly addresses these issues by requiring presenters to distill information into essential points, communicate them within a strict timeframe, and use visuals to reinforce key messages. In doing so, it fills an important educational gap by simultaneously strengthening communication skills, audience engagement, and content mastery [
3-
5].
In this review, our goal is to summarize available literature on Pecha Kucha, primarily at undergraduate and postgraduate levels, and assess its role in the field of medical education. To the best of our knowledge, this is the first literature review of Pecha Kucha in medical education, highlighting the novelty and importance of this study. Accordingly, this review aims to summarize the existing literature by describing the settings, participants, evaluations, outcomes, and future directions of Pecha Kucha as a learning method in medical education.
Methods
We conducted a narrative literature review of four databases, searching the Medline (via PubMed search engine), Embase, ScienceDirect, and Scopus. We opted for a narrative review rather than a systematic review, as the available studies on Pecha Kucha in medical education are heterogeneous in design, outcomes, and participant populations, with many relying on small sample sizes, qualitative feedback, or single-institution experiences, making standardized comparison unfeasible. The keyword used for the search was “Pecha Kucha,” as it is an established term in literature. Our research question focused on assessing the role of Pecha Kucha as a teaching method in medical education and was prompted by the limited literature available on this subject. All reported articles were analyzed from the database inception until September 30th, 2024. Inclusion criteria were peerreviewed, English-language articles that explicitly evaluated the use of the Pecha Kucha format in medical or other health professions education (including undergraduate, postgraduate, or patient education), and that reported outcomes related to learning, communication, or engagement. Exclusion criteria were conference abstracts without full data, duplicate records, non-English publications, and studies where Pecha Kucha was only mentioned incidentally without assessment of its educational role (
Fig. 1). Four authors (S.O., S.M., S.G., and N.B.) independently and blindly identified and selected articles in the database search. They independently screened all titles and abstracts, then cross- checked full texts for eligibility; disagreements were first discussed in pairs and, if unresolved, reviewed collectively until consensus was achieved, thereby maintaining consistency and inter-rater reliability in the selection process. If consensus could not be reached, the article was re-evaluated during a joint meeting of all four reviewers. Final decisions on study inclusion were made only when unanimous agreement was reached, ensuring transparency and consistency in applying the eligibility criteria. To reduce bias, data were independently extracted by authors and synthesized thematically by setting, evaluation method, and outcomes, with cross-verification to ensure consistency.
Results
Initial screening of studies yielded 96 results. Among those, 82 studies were excluded according to exclusion criteria, which left us with 14 studies on the implementation of Pecha Kucha as a teaching method that met inclusion criteria [
1-
14] (
Appendix 1). Of the 14 included studies, nine involved undergraduate medical or nursing students, two focused on medical residents, and three targeted patient education. Across these studies, the most frequently integrated pedagogical strategies were self-directed learning (SDL), problem-based learning (PBL), case-based learning (CBL), and team-based learning (TBL). Specifically, five studies explicitly incorporated SDL, three applied PBL or CBL approaches, and two employed TBL. The remaining studies primarily used Pecha Kucha as a stand-alone presentation or teaching method. This distribution highlights both the versatility of Pecha Kucha and its growing use across different educational levels and learning environments.
Several studies integrated Pecha Kucha with established pedagogical strategies. For example, Abraham et al. [
5] incorporated Pecha Kucha into modified directed SDL sessions in physiology, while Qin et al. [
4] used it within peer-led pharmacology projects that emphasized SDL and collaborative learning. Ramos-Rincón et al. [
1] and Warmuth [
6] highlighted the benefits of combining Pecha Kucha with team learning approaches. Together, these studies suggest that Pecha Kucha is most effective when coupled with active learning frameworks, enhancing clarity, engagement, and knowledge retention.
This review includes studies conducted between 2021 and 2024, all of which examined the implementation of the Pecha Kucha presentation format in various medical education contexts. The studies covered a wide range of educational settings and involved diverse participant groups, highlighting the versatility of Pecha Kucha as a pedagogical tool. Participants ranged from undergraduate medical students, who represented the largest cohort in most studies, to medical residents, and even patients, demonstrating that the method has been applied across different stages of medical education and in patient education initiatives.
The sample sizes across the studies varied considerably, reflecting the differences in study design, participant availability, and educational context. The smallest study included only 18 participants, which involved a group of anesthesiology residents [
3], while the largest study engaged 230 undergraduate medical students in a quasi-experimental design [
7]. The average sample size across the 14 studies was 86.14 participants (standard deviation=64.05), indicating a moderate range in study scale, with some smaller, focused qualitative studies and larger, more quantitative investigations.
Undergraduate medical students were the primary participants in the majority of the studies, such as Qin et al. [
4], who examined the educational impact of Pecha Kucha on 62 second-year students in a mixed-methods evaluation. In contrast, Warmuth [
6] involved 73 students, using an experimental design to assess the effectiveness of Pecha Kucha in comparison to traditional PowerPoint presentations. Additionally, several studies targeted medical residents, such as Ramos-Gallardo et al. [
8], which included 26 participants, and Saracoglu et al. [
3], which engaged 18 residents in an observational study. These studies focused on how Pecha Kucha could enhance presentation and communication skills in clinical environments.
Interestingly, a few studies explored the application of Pecha Kucha in patient education settings. For example, Gün Kakaşçi and Durmaz [
9] and Gün Kakaşçi et al. [
10] investigated how this format could be used to improve patient understanding of medical information, enrolling 64 and 140 elderly patients, respectively. These studies suggest that Pecha Kucha’s benefits may extend beyond formal medical education into patient-centered teaching, demonstrating its flexibility as an educational tool.
The studies used a variety of evaluation methods, often combining quantitative assessments with qualitative feedback to explore the effectiveness of Pecha Kucha in different educational settings. Most of the studies employed quasi-experimental designs, such as Haramba et al. [
7], who used pre- and post-test assessments to measure knowledge retention. In their study, a significant 15% improvement in post-test scores was noted after students participated in Pecha Kucha sessions, demonstrating its effectiveness in enhancing learning outcomes.
Mixed-methods approaches were also commonly employed. Qin et al. [
4], for example, used a combination of surveys and interviews to assess both the quantitative and qualitative aspects of learning outcomes. They found that 90% of participants felt the Pecha Kucha format helped them focus on core content, avoiding the common issue of cognitive overload that can occur with more traditional presentation methods.
Qualitative evaluation methods were prominent in studies focusing on subjective experiences. White and Louis [
2], for instance, used a qualitative descriptive approach to analyze open-ended feedback from 23 students who had participated in an international elective program during which they used Pecha Kucha presentations. The thematic analysis highlighted that students appreciated the creative and concise nature of the format, though many also found it challenging to adapt to its strict time constraints.
Experimental designs were employed in a few studies, including Warmuth [
6], where a between-subjects experimental design was used to compare Pecha Kucha with traditional PowerPoint presentations. This study evaluated both engagement levels and knowledge retention, with faculty members rating Pecha Kucha as more dynamic and visually engaging, even though students expressed concerns about the effort required to prepare presentations that adhered to the format’s rigid structure.
Participant feedback was a central component in the evaluation of Pecha Kucha’s effectiveness. Many studies, such as Ramos-Gallardo et al. [
8] and Saracoglu et al. [
3], used structured questionnaires to assess satisfaction and engagement. In the study by Ramos-Gallardo et al. [
8], 80% of residents expressed a preference for Pecha Kucha over traditional formats, citing improved clarity in communicating complex clinical concepts. Meanwhile, Gün Kakaşçi and Durmaz [
9] utilized patient satisfaction surveys to measure the impact of Pecha Kucha on patient education, with 85% of patients reporting an increased understanding of their medical conditions after receiving educational presentations in this format.
The outcomes across the 14 studies consistently demonstrated positive effects on various aspects of learning and presentation skills. In studies involving medical students, Haramba et al. [
7] reported significant improvements in knowledge retention, with students achieving a 15% higher average on post-tests compared to pre-tests. Similarly, Qin et al. [
4] found that students who used Pecha Kucha for clinical case presentations demonstrated enhanced clarity in communication, with over 90% of participants indicating that the concise format helped them focus on essential information.
Qualitative outcomes, such as those reported by White and Louis [
2], revealed that students found Pecha Kucha presentations to generate creativity and critical thinking. Despite initial frustrations with the steep learning curve, participants appreciated the format’s ability to challenge them to convey information in a visually compelling and time-efficient manner. However, some students, particularly in the study by Warmuth [
6], expressed concerns about the limitations imposed by the time constraints, which they felt hindered their ability to explore complex medical content in depth.
In studies involving patient education, the outcomes were similarly positive. Gün Kakaşçi et al. [
10] found that elderly patients who received discharge education via Pecha Kucha presentations scored significantly higher on post-education knowledge tests compared to those receiving traditional verbal explanations. This suggests that the Pecha Kucha format can be effectively adapted for use in patient education, enhancing comprehension and retention of critical medical information.
Discussion
Pecha Kucha has gained popularity as an effective educational approach in diverse fields due to its structured and visually engaging format. Studies presented in this review have demonstrated its benefits in enhancing presentation skills, information retention, and audience engagement. By enforcing concise communication and visual clarity, Pecha Kucha has been shown to improve learners’ ability to distill complex topics into essential elements. Given these demonstrated successes across educational settings, it is reasonable to consider its potential to similarly enhance medical education.
The landscape of medical education has evolved significantly, shifting from traditional passive learning methods, such as lectures, to more dynamic, student-centered approaches. Among these innovations, SDL has emerged as a foundational component, enabling learners to take control of their education by setting goals, identifying resources, and evaluating their progress. Ricotta et al. [
15] emphasize the critical role SDL plays in the formation of health professionals, noting that medical educators must nurture skills that promote lifelong learning. This transition suggests that SDL not only enhances knowledge acquisition but also develops essential competencies, such as critical thinking and problem-solving skills, which are vital in clinical practice.
As highlighted in our Results, several studies integrated Pecha Kucha with pedagogical strategies such as SDL, PBL, CBL, and TBL. These approaches align closely with the principles of active learning and reinforce the effectiveness of Pecha Kucha in dynamic, student-centered environments. PBL encourages students to engage actively with real-world problems, generating collaboration and deeper understanding through inquiry and discussion. Trullàs et al. [
16] provide a comprehensive review highlighting PBL’s effectiveness in enhancing students’ social and communication skills, problem-solving abilities, and SDL. In addition, their review indicated that students often perceive PBL as more engaging and beneficial than traditional lecture-based formats, reinforcing the notion that active learning environments facilitate a more profound understanding of complex medical concepts. TBL is another innovative approach that builds upon the foundations of PBL and SDL. TBL promotes cooperative learning and accountability among students, creating an environment where they can learn from one another while engaging in collaborative problem-solving. Gong et al. [
17] demonstrated that TBL enhances clinical skills and reasoning among medical students in a pediatric context, suggesting that the integration of teamwork in learning not only improves knowledge retention but also equips students with the interpersonal skills necessary for effective patient care. Similarly, Jaffar et al. [
18] reported a more sustained student engagement and situational interest when incorporating interactive three-dimensional head and neck anatomy software for dental students in comparison to traditional PowerPoint presentations, emphasizing the motivational impact of interactive educational tools. These findings collectively reinforce the notion that integrating interactive, student-centered methodologies—such as Pecha Kucha—can significantly enhance engagement and learning experiences compared to traditional lecture-based approaches.
Incorporating Pecha Kucha presentations into these pedagogical models adds another layer of innovation. Originally designed for concise, engaging presentations, Pecha Kucha aligns precisely with SDL, PBL, CBL and TBL by promoting clarity of thought, focus, and audience engagement. By limiting presentation time and encouraging students to distill their knowledge into concise slides, Pecha Kucha motivates a deeper understanding of the material as students must critically evaluate what information is most relevant and how best to communicate it. The study by Liao et al. [
11] found that students prepared more thoroughly and engaged with the content more effectively when utilizing Pecha Kucha, suggesting that this method enhances learning outcomes in comparison to traditional presentation formats. Additionally, the feedback received from students regarding Pecha Kucha highlights its dual role as a learning tool and a teaching method. Participants in the study by Qin et al. [
4] reported feeling more confident and better prepared when delivering Pecha Kucha presentations, a sentiment echoed by peers who appreciated the efficiency and clarity of the format. This aligns with the SDL principles, as students must take ownership of their learning by synthesizing complex information and presenting it succinctly, thus reinforcing their understanding and retention.
The implementation of SDL, PBL, CBL and TBL, complemented by Pecha Kucha, addresses common shortcomings of traditional education methods, such as passive learning and lack of engagement. The findings from Wong and Kan [
19] support the notion that collaborative learning, whether in person or online, enhances students’ SDL and problem-solving abilities. These innovative strategies not only equip learners with the necessary knowledge but also cultivate critical skills required in the rapidly evolving healthcare landscape. Moreover, the hybridization of these teaching methods and Pecha Kucha creates a multifaceted approach that can contribute to diverse learning styles. As medical education moves towards a more personalized learning experience, educators must embrace a range of strategies to engage students effectively. For instance, integrating peer teaching alongside these innovative formats can further enhance learning outcomes, as evidenced by the positive perceptions noted in strategy learning by Yousaf et al. [
20].
The positive implications of these pedagogical innovations extend beyond knowledge acquisition to encompass the formation of professional identities among medical students. As learners navigate through self-directed, problem-based, and team-based environments, they are better prepared to assume the responsibilities of future healthcare professionals. By actively engaging with their education, students develop a sense of accountability and agency, which are essential traits for lifelong learners.
Moreover, Pecha Kucha holds substantial potential as a teaching tool within medical education due to its inherent structure and conciseness. By dividing topics into segmented subjects, it can substantially help teaching by making complex medical content easier, clearer, and more precise for educators and students. This succinctness is particularly beneficial when teaching clinical pearls or during morning reports, where brevity and clarity are essential. Additionally, Pecha Kucha facilitates structured preparation for teaching fellows, who are individuals with deeper knowledge due to having done a prior residency which is key for the fast dynamic of Pecha Kucha. This enables them to clearly outline key concepts and effectively manage their presentation time, thus improving their overall teaching skills and presentation efficacy.
The visually intensive nature of Pecha Kucha presentations offers notable advantages in visually-oriented medical fields, particularly surgical education or teaching manual procedures. This format allows educators to integrate high-quality visuals, diagrams, or step-by-step procedural imagery, significantly enhancing learners’ comprehension of complex manual skills and surgical techniques. Moreover, the visual emphasis encourages creativity and thoughtful selection of images, contributing to increased learner engagement. Pecha Kucha can also serve as a powerful tool for SDL, as its strict structure motivates students to independently research, synthesize, and condense information, generating critical thinking and reinforcing autonomous educational behaviors.
From a practical perspective, Pecha Kucha can be introduced into curricula at different levels. For undergraduate students, it may be used in small-group case discussions or as an assessment tool to promote concise clinical reasoning. For residents, the format is well-suited to morning reports, morbidity and mortality conferences, or journal clubs where time efficiency and clarity are crucial. In patient education, short Pecha Kucha modules can be adapted for smartphone delivery to enhance understanding of discharge instructions or treatment adherence. These examples demonstrate how Pecha Kucha can move beyond a conceptual innovation and serve as a concrete teaching and communication tool across medical training and practice.
Despite these strengths, Pecha Kucha is not without limitations. The rigidity of its format presents challenges when addressing broad or complex topics that require deeper exploration or extensive background information. In such scenarios, educators might struggle to provide sufficient context or depth within the strict time constraints, potentially leaving audiences with a superficial understanding. This limitation becomes particularly pronounced when presenting new or more complex material to medical students encountering a subject for the first time, as these would often require more detailed explanations and reinforcement than the Pecha Kucha format allows. This is a contrast in comparison to how this tool could be useful to fellows, who probably have already encountered similar subjects before and would be able to keep up with the slide switching. Methodological rigor may also vary across studies, with some relying primarily on self-reported perceptions rather than objective outcomes. Additionally, most investigations were conducted within single institutions, raising concerns about external validity. These limitations suggest that while the findings are promising, caution is warranted in drawing broad conclusions about the universal effectiveness of Pecha Kucha in medical education.
Therefore, while Pecha Kucha offers valuable pedagogical advantages in specific educational contexts, particularly in succinct communication and visually focused topics, careful consideration and thoughtful integration are necessary to ensure that its limitations do not compromise educational quality or learner comprehension, especially in introductory or highly complex subject areas. Looking ahead, future research should further explore the role of Pecha Kucha in different levels of medical training, including postgraduate and continuing medical education. Comparative studies across diverse health professions would help clarify its broader applicability, particularly in measuring long-term knowledge retention, clinical reasoning, and communication skills. Future studies could also examine the integration of Pecha Kucha with digital learning platforms and hybrid teaching models, which are increasingly relevant in post-pandemic education.
Conclusion
The integration of SDL, PBL, CBL and TBL, and the Pecha Kucha presentation format represents a significant step forward in medical education. These methods not only enhance knowledge retention and clinical skills but also prepare students for the complexities of modern healthcare. As the medical education landscape continues to evolve, embracing these innovative approaches will be crucial in cultivating competent, adaptable, and reflective practitioners.
Considering the growing body of evidence supporting innovative educational strategies, it is essential that the medical community (medical schools and residency programs) actively work towards integrating methods like Pecha Kucha into their curricula. As attention spans continue to diminish due to the increasing influence of technology, shorter, focused presentations such as Pecha Kucha offer an effective solution to maintain engagement while delivering high-yield content. By creating a learning environment that emphasizes active engagement, we can improve both knowledge retention and the development of critical thinking skills. Nevertheless, future studies with larger sample sizes, more rigorous designs, and diverse educational settings are needed to validate and expand on these promising findings.
Acknowledgements
None.
Funding
This manuscript has not received any funding.
Conflicts of interest
No potential conflict of interest relevant to this article was reported.
Author contributions
Conceptualization: SO, SM, MH. Methodology: SO, MD, MEL. Data curation: SO, SM, SG, NB. Investigation: SO, SM, SG, NB. Resources: BHMC, MH. Visualization: MD, JO. Project administration: SO, MEL. Supervision: MED, MEL. Writing–original draft preparation: BHMC, BB, WW, JO. All authors have read and agreed to the published version of the manuscript.
Fig. 1.Flow Diagram of Study Selection Process
References
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Appendices
Appendix 1.
- Studies Included in the Review
Table
|
Author |
Year |
Sample size |
Study type |
Methods |
Outcomes |
|
Studies on undergraduate students |
|
|
|
|
|
|
Carroll et al. [13] |
2016 |
175 |
Mixed-methods educational evaluation |
Students completed online modules in a learning management system, followed by in-person sessions facilitated by librarians. Program outcomes were evaluated using a mixed methods assessment. |
Students learned information literacy concepts but did not consistently apply them in research assignments. Faculty interviews indicated strengthened partnerships between librarians and teaching faculty. |
|
Ramos-Rincon et al. [1] |
2018 |
60 |
Descriptive educational pilot study |
In a third-year course pilot, students worked in teams of four to create 30 Pecha Kucha presentations on clinical medicine topics. Two end-term events featured 15 presentations each, followed by peer feedback and a satisfaction survey 3 weeks later |
Students rated presentations 8.5/10; overall satisfaction 8/10 |
|
Abraham et al. [5] |
2018 |
120 |
Cross-sectional survey-based educational evaluation |
This study assessed perceptions of 120 first-year medical students in a modified DSL physiology course, which included prereading, small-group objectives, and Pecha Kucha talks evaluated with a validated questionnaire. |
>60% reported ↑ DSL, presentation, collaboration, retrieval skills; Pecha Kucha aided organization (65%), concise info (65.8%), creativity (72.5%); overall satisfaction modest |
|
Bakcek et al. [12] |
2020 |
134 |
Randomized controlled experimental study |
Participants were randomized to a Pecha Kucha lecture (intervention) or a traditional PowerPoint lecture (control). Efficiency was measured with a content test, and satisfaction with a Visual Analog Scale |
Similar test scores; ↑ satisfaction with Pecha Kucha (p<0.01) |
|
Liao et al. [11] |
2020 |
46 |
Quasi-experimental, non-randomized controlled study |
The reflection survey assessed five areas of students’ decision-making and learning during preparation: evidence-based engagement, content relevancy, audience engagement, logistics, and credibility. |
Pecha Kucha ↑ audience engagement & prioritization; similar confidence overall; mixed views on strict time limits |
|
Warmuth [6] |
2021 |
73 |
Experimental study with a between-subjects design |
Instructors assessed both Pecha Kucha and traditional presentations, while students completed surveys on their experiences as presenters and audience members, including immediate and delayed retention |
Pecha Kucha demonstrated less class time, higher creativity/quality; better immediate retention (presenters); similar delayed retention; ↑ audience understanding |
|
Qin et al. [4] |
2022 |
62 |
Mixed-methods educational evaluation |
Second-year medical students participated in a 2-month peer-led pharmacology project with Pecha Kucha presentations, evaluated through anonymous questionnaires on feasibility, acceptability, and impact on knowledge, teaching, and independent learning. |
↑ Knowledge (72%); ↑ teaching (79%); ↑ independent learning (76%); high satisfaction with peer teaching (72%) and facilitators (97%); some burden/information overload |
|
White et al. [2] |
2023 |
23 |
Qualitative descriptive study |
2-week study abroad program provided students with opportunities to learn about Italian culture and healthcare through observational experiences in acute care hospitals and outpatient settings. |
Positive evaluations; valued image selection, peer learning, reflection on assumption |
|
Haramba et al. [7] |
2024 |
230 |
Quasi-experimental, non-randomized controlled study |
Presentation skills were evaluated with a structured questionnaire after training, topic assignment, classroom presentations, and post-intervention assessment. |
↑ Presentation skills (p<0.0001); medium effect size (d=0.78); Pecha Kucha knowledge linked to ↑ skills. |
|
Studies on medical students |
|
|
|
|
|
|
Ramos-Gallardo et al. [8] |
2018 |
26 |
Cross-sectional survey study |
In the second edition of the Pecha Kucha contest by the Mexican Society of Plastic Surgery, a survey was conducted to assess residents’ perceptions of the utility of this educational game. |
Residents found Pecha Kucha effective for communication; sufficient time to convey ideas; preferred approximately 20%–80% words-to-images ratio |
|
Saracoglu et al. [3] |
2020 |
18 |
Case-control observational study |
Anesthesiology residents used Pecha Kucha to present fiberoptic intubation skills during orientation, then performed cadaveric intubations in part-task (n=9) or whole-task (n=9) groups, with performance assessed by interventions, complications, success rates, and optimization needs. |
No significant differences were found in intubation time, complication rates, or optimization maneuvers between groups. Six participants failed final tube placement. Success rates were higher in the part-task group than in the whole-task group. |
|
Studies on patients |
|
|
|
|
|
|
Kakasci et al. [9] |
2022 |
140 |
Randomized controlled experimental study |
The impact of smartphone-based Pecha Kucha discharge education on postpartum readiness and anxiety was assessed using the STAI and the RHDS-NMF. |
The experimental group scored significantly higher on the STAI and RHDS-NMF (p<0.05). |
|
Kakasci et al. [10] |
2022 |
64 |
Randomized controlled experimental study |
Sixty-four elderly women were randomized to Pecha Kucha smartphone-based COVID-19 education (n=32) or traditional lecture (n=32), with standardized questionnaires administered at baseline, post-intervention, and 3-month follow-up. |
Elderly women in the experimental group demonstrated significantly lower fear and belief in COVID-19 myths both immediately after and 3 months post-training (p<0.05). |
|
Bakir et al. [14] |
2022 |
35 |
Randomized-controlled experimental study |
A vaccination training program for chronically ill women compared Pecha Kucha smartphone-based education with traditional verbal instruction, with attitudes toward vaccination measured at baseline, post-training, and 3-month follow-up. |
In the second and third measurements, the experimental group exhibited higher rates of positive attitudes toward the vaccine and vaccination compared to the control group (p<0.05). |
, Stefan Milutinovic3
