Materials and Methods: Ethical committee clearance was obtained from the Institutional Ethical Committee for the study. 100 I MBBS students were taken into study to analyse the effectiveness of the augmented teaching learning method. The students were divided into two groups based on their roll numbers, odd numbers as Group A and even numbers as Group B each consisting of 50 students. Group A students were taught on the topic gross anatomy of liver using Power Point Presentation (PPT) augmented with Video. Group B students' were taught the same topic through PPT alone on the same day. Both groups were assessed by using multiple choice questions. Next day cross over was done and microanatomy of liver was taught and assessment was done. Both test performances were analyzed using SPSS software version 16. A class test was conducted after a week on the topic liver including gross anatomy and microanatomy of liver and evaluated using structured answer key. Students' perception was obtained in a structured feedback form and analysis done.

Results: Evaluation and analysis of objective type test and class test showed significant improvement in the performance of the students who were exposed to video based lectures. Students' perceptions revealed the same.

Conclusion: The present study showed that incorporation of videos during regular theory classes enhances the learning ability of the I MBBS students. The study can be further extended to large groups and for more numbers of lectures to prove it as one of the effective teaching and learning method.