Background Human morphology is a critical component of dental and medical graduate training. Innovations in basic science teaching methods are needed to keep up with an ever-changing landscape of technology. The purpose of this study was to investigate whether students in a medical and dental histology course would have better grades if they used gaming software Kahoot® and whether gamification effects on learning and enjoyment. Methods In an effort to both evoke students’ interest and expand their skill retention, an online competition using Kahoot® was implemented for first-year students in 2018 ( n = 215) at the University of Eastern Finland. Additionally, closed (160/215) or open-ended (41/215) feedback questions were collected and analyzed. Results The Kahoot® gamification program was successful and resulted in learning gains. The overall participant satisfaction using Kahoot® was high, with students (124/160) indicating that gamification increased their motivation to learn. The gaming approach seemed to enable the students to overcome individual difficulties (139/160) and to set up collaboration (107/160); furthermore, gamification promoted interest (109/160), and the respondents found the immediate feedback from senior professionals to be positive (146/160). In the open-ended survey, the students (23/41) viewed collaborative team- and gamification-based learning positively. Conclusion This study lends support to the use of gamification in the teaching of histology and may provide a foundation for designing a gamification-integrated curriculum across healthcare disciplines.

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During the last decade, the educational genre of simulation has arguably matured. Simulation no longer represents a novelty to clinical education. Rather, it is now a vetted standard educational practice for nursing and clinical education at all levels. Manikin-based simulation laboratories are now ubiquitous fixtures in all areas of clinical education. Meanwhile, game-based learning, mobile applications (apps), and virtual reality are on track to take a similar trajectory. Simulation-based education is the template, providing a crystal ball for educators as they integrate innovative technology such as game-based learning, mobile apps, and virtual reality into future educational practice.Simulation-based education has always included screenbased simulation. Maran and Glavin (2003) defined categories of simulation including computer-based systems and virtual reality. Lane, Slavin, and Ziv (2001) explicitly defined screen-based simulations (sims) in their discussion of types of available simulation technology. Ziv, Wolpe, Small, and Glick ( 2003) also included screen-based simulation as one of several categories to describe ''. tools and approaches used in simulation-based medical education'' (p. 784). Current and future iterations of screen-based technology represent a natural evolution of screen-based simulation.Recent advances in technology have led to an explosion of sophisticated multi-media and digital educational content. Furthermore, although manikin-based simulators remain relatively expensive, delivery platforms that support complex digital environments, videogames, and mobile apps are increasingly more accessible and affordable to students, faculty, and researchers. Today's games, sims, apps, and digital environments are on track to useful ubiquity, following in the footsteps of what we now accept as systems and components of contemporary sims. Educators who vet, then embrace game-based learning, mobile apps, and virtual reality are in position to advance clinical curricula to better prepare students for modern and future practice.

Background Patient-derived organoid (PDO) models offer potential to transform drug discovery for inflammatory bowel disease (IBD) but are limited by inconsistencies with differentiation and functional characterization. We profiled molecular and cellular features across a range of intestinal organoid models and examined differentiation and establishment of a functional epithelial barrier. Methods Patient-derived organoids or monolayers were generated from control or IBD patient–derived colon or ileum and were molecularly or functionally profiled. Biological or technical replicates were examined for transcriptional responses under conditions of expansion or differentiation. Cell-type composition was determined by deconvolution of cell-associated gene signatures and histological features. Differentiated control or IBD-derived monolayers were examined for establishment of transepithelial electrical resistance (TEER), loss of barrier integrity in response to a cocktail of interferon (IFN)-γ and tumor necrosis factor (TNF)-α, and prevention of cytokine-induced barrier disruption by the JAK inhibitor, tofacitinib. Results In response to differentiation media, intestinal organoids and monolayers displayed gene expression patterns consistent with maturation of epithelial cell types found in the human gut. Upon differentiation, both colon- and ileum-derived monolayers formed functional barriers, with sustained TEER. Barrier integrity was compromised by inflammatory cytokines IFN-γ and TNF-α, and damage was inhibited in a dose-dependent manner by tofacitinib. Conclusions We describe the generation and characterization of human colonic or ileal organoid models capable of functional differentiation to mature epithelial cell types. In monolayer culture, these cells formed a robust epithelial barrier with sustained TEER and responses to pharmacological modulation. Our findings demonstrate that control and IBD patient-derived organoids possess consistent transcriptional and functional profiles that can enable development of epithelial-targeted therapies.

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