(p<0.001), investigation 3.02±0.72 to 3.47±0.64 (p<0.001), management 3.25±0.72 to 3.52±0.61 (p=0.016), recognition of dermatological lesions 3.07±0.74 to 3.97±0.55 (p<0.001), description of describing dermatological lesions 2.98±0.86 to 3.82±0.58 (p<0.001). Students agreed that gameplay was interactive (100%), motivational (97%), achieved learning goals (80%), identified weaknesses (88%), incorporated sufficient feedback (91%), facilitated learning through teamwork (91%) and was less stressful than traditional methods of teaching (86%). Qualitative themes included group participation, variation of topics and learning styles, knowledge application and enjoyment.
discordant. Among the 219 concordant students, 65% preferred to sit on the same side as the demonstrator, and 35% preferred to sit on the opposite side (Fig. 1). Of the 35 discordant students, 66% preferred to sit opposite the demonstrator and 34% preferred to sit on the same side. This difference in positional preference was statistically significant (P < 0.001).Students who sat in their preferred sitting position according to the questionnaire (n = 202) were significantly more satisfied with the teaching session (P < 0.001) and were more likely to notice an improvement in confidence (P = 0.01; Table 1).Prior studies suggested that female students were more likely to give positive overall ratings for seating position, 2 which contrasts with our study where males were more satisfied than females (P < 0.001) and noted a more considerable increase in confidence (P < 0.001).Limitations of our study include a potential response bias, the fact that it was a single-centre study and the lack of evaluation of other teacher-based factors that may influence student satisfaction. Although several differences were statistically significant, further studies are needed to determine if this translates to a clinically significant difference.This study supports the positioning of concordanthanded students on the same side as the demonstrator and discordant-handed students opposite the demonstrator in practical skills teaching to improve student satisfaction and confidence.
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