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Game On: Surgical Instruments Teaching via Gamification in Obstetrics and Gynecology Clerkship
Purpose: To design and analyze the efficacy of gamification in remote medical education paradigm
Background: As the COVID-19 pandemic has shifted medical education program towards virtual instruction, we sought to design an interactive paradigm that can be accessed remotely.
Methods: From April to June 2020, students in obstetrics and gynecology clerkship participated in this study. We developed an interactive teaching of surgical instruments using an online quiz-based educational platform. Pre-test game had image of an instrument for identification followed by an educational slide which taught about the instrument in depth. Post-test comprised of instrument identification followed by a qualitative feedback questionnaires on the learning experience. The game was streamed through a Zoom platform. The average score and response time between the games were analyzed using paired t-tests.
Results: 71 medical students participated in the virtual game-based learning paradigm. There was a statistically significant improvement between the pre- and post-test scores (70.2% [pre] vs 81.4% [post], P = .01) and the response times (9.99 sec [pre] vs 7.44 sec [post], P = .01). Of the respondents who completed the questionnaire, all but one student stated that they learned the material and had fun. All respondents expressed that they would like to see similar interventions in the future. Analysis of qualitative responses suggested that the students valued opportunities for interactive learning and anonymous competition.
Discussions: The current study introduces a new virtual gamified learning paradigm that can assist educators in creating an engaging learning environment, despite remote instruction.
Topics:
CREOG & APGO Annual Meeting, 2021, Student, Resident, Faculty, Clerkship Director, Osteopathic Faculty, Residency Director, Medical Knowledge, Practice-Based Learning & Improvement, UME, Lecture, Team-Based Learning, General Ob-Gyn,
