Real-Time Reflection by Gamification as Teaching-Learning-Assessment Tool In Competency-Based Medical Education

Document Type : Original Article

Authors

1 Department of Biochemistry, MNR Medical college & Hospital, Sangareddy, Telangana, India

2 Department of Pharmacology, MNR Medical College & Hospital, Sangareddy, Telangana, India

3 Department of Biochemistry, SS Institute of Medical Science, Davangere, Karnataka, India

4 Department of Physiology, MNR Medical College & Hospital, Sangareddy, Telangana, India

5 Department of General Medicine, Malla Reddy Institute of Medical sciences, Hyderabad, Telangana, India

Abstract

Background: In order to improve student’s learning skill, digital instructional approaches such as gamification are used in routine practice. We aimed to obtain systematic experience on the feasibility of Kahoot app, when utilized in addition to traditional classroom education for students as Teaching-Learning-Assessment tool.
Method: This prospective study conducted at department of biochemistry, MNR Medical College & Hospital, Sangareddy India during the year Jan to Feb 2020. The students included were of phase I medical students, dental students and physiotherapy students. The students were taught with four different topics and after completion groups were switched. Before switching groups, they were given with the multiple choice questions of two topics. The MCQ test was of total 50 marks. The satisfaction survey in Google form was collected.
Results: Among 344 students, 221 (64.2%) were medical students, 79 (23%) were Dental and 44 (12.8%) were physiotherapy 1st yr students. There was significant higher mean test scores in group A compared to group B and group D from group C. Students strongly agreed that Kahoot help to retain the knowledge (60.5%), simplifies complex subject (41.9%), learning was fun (74.4%), enhance the understanding of subjects (53.5%), and 90.7% responded they want the Kahoot based learning frequently.
Conclusion: The study showed the utility of game based learning apps like Kahoot use in competency based medical education as real-time TLA assessment tool is beneficial. Improvement in the learning ability and simplifying the complex subjects was the perception of the students.

Keywords

References

  1. Taras M. Assessment summative and formative: Some theoretical reflections. Br J Educ Stud. 2005;53(4):466–78.
  2. Ismail MA, Mohammad JM. Kahoot: A Promising Tool for Formative Assessment in Medical Education. Educ Med J. 2017;9(2):19–26.
  3. Black P, Wiliam D. Inside the Black Box: Raising Standards through Classroom Assessment. Phi Delta Kappan. 2010;92(1):81–90.
  4. Yien J, Hung CM, Hwang GJ, Lin Y. A game-based learning approach to improving students’ learning achievements in a nutrition course. Turkish Online J Educ Technol. 2011;10:1–10.
  5. Erhel S, Jamet E. Digital game-based learning: Impact of instructions and feedback on motivation and learning effectiveness. Comput Educ. 2013;67:156–67.
  6. Harden R, Sowden S, Dunn W. Educational strategies in curriculum development: the SPICES model. Med Educ. 1984;18(4):284–97.
  7. Kiili K. Digital game-based learning: Towards an experiential gaming model. Internet High Educ. 2005;8(1):13–24.
  8. Huizenga J, Admiraal W, Akkerman S, Dam G Ten. Mobile game-based learning in secondary education: engagement, motivation and learning in a mobile city game. J Comput Assist Learn. 2009;25(4):332–44.
  9. Plump C, LaRosa J. Using Kahoot! in the Classroom to Create Engagement and Active Learning: A Game-Based Technology Solution for eLearning Novices. Manag Teach Rev. 2017;2(2):151–8.
  10. Burke K, Dunn R. Learning Style-Based Teaching to Raise Minority Student Test Scores There’s No Debate! Clear House A J Educ Strateg Issues Ideas. 2002;76(2):103–6.
Future of Medical Education Journal
Volume 12, Issue 3
September 2022
Pages 3-6

Files

Share

How to cite

Statistics