In today’s world of technology, gamification has become increasingly popular in education. Previous studies have reported that gamified learning enables 21st century students to motivate and engage in academic fields. However, there is a paucity of information on empirical studies on effectiveness of gamified learning in various fields of medicine. This lack of empirical evidence is evident in the varying recommendations for the implementation of gamification in medical education. This research aimed to investigate the effectiveness of gamified learning among undergraduate medical students. This was an quasi-experimental study comparing digital online gamified learning with conventional electronic learning (e-learning) at undergraduate level in medicine. Modified Kirkpatrick evaluation was used to appraise the outcome of educational intervention. The change in pre and post-test score was used to measure cognitive gain. There were twenty-one knowledge and skill assessment questions (twenty multiple choice questions and one objective structured clinical examination question respectively) to assess the knowledge and skill acquisition. The findings from this study revealed that gamified learning is more effective than conventional e-learning in improving ECG diagnostic accuracy while gamified learning is as effective as conventional e-learning for improving ECG interpretation skill.
Objective: Negative affect state toward learning has a substantial impact on the learning process, academic performance, and practice of a particular subject, but such attitude toward electrocardiogram (ECG) learning has still received relatively little attention in medical education research. In spite of the significant emphasis in investigating ECG teaching method, the educators would not be able to address ECG incompetency without understanding the negative perception and attitude toward ECG learning. The purpose of this study was to assess the undergraduate students' difficulties in ECG learning and hence help educators design appropriate ECG learning curriculum to instill competent skill in ECG interpretation based on this outcome. Materials and Methods: A total of 324 undergraduate preclinical (year 2) and clinical (year 3–5) medical students participated in this study. The research design used thematic analysis of an open-ended questionnaire to analyze the qualitative data. Results: The thematic analysis detected five major emergent themes: lack of remembering (18.2%), lack of understanding (28.4%), difficulty in applying (3.6%), difficulty in analysis (15.1%), and difficulty in interpretation (17.8%), of which addressing these challenges could be taken as a foundation step upon which medical educators put an emphasis on in order to improve ECG teaching and learning. Conclusion: Negative attitude toward ECG learning poses a serious threat to acquire competency in ECG interpretation skill. The concept of student's memorizing ECG is not a correct approach; instead, understanding the concept and vector analysis is an elementary key for mastering ECG interpretation skill. The finding of this study sheds light into a better understanding of medical students' deficient points of ECG learning in parallel with taxonomy of cognitive domain and enables the medical teachers to come up with effective and innovative strategies for innovative ECG learning in an undergraduate medical curriculum.
Banana is a popular world major fruit which contribute around 15% of global fruit generation. It is a standout amongst the utmost generally established tropical fruits, developed more than 130 nations, along the tropics and subtropics of Capricorn. The greater part of the consumable bananas are grown from Musa acuminata or Musa balbisiana), Pacific tropical bananas (Musa sapientum) as well as cooking bananas, also called plantains (Musa paradisiacal). Fruit banana isn’t just exceptionally nutritious nourishment yet in addition valuable as fragrance, beauty care products and antioxidants for cancer prevention. The paper will feature the convenience of banana peel as a rule and discuss the use of banana peel for surgical training. banana peel is using for practising suturing skills to supplant the costly silicon surgical skin pad. The texture of banana peel is like human skin and more sensible practice. Students were permitted to practice different types of suturing method such as simple interrupted suture, vertical and horizontal mattress suture by using the different species of banana. In conclusion, banana peel is a suitable cheap, eco-friendly and given more reasonable alternative practice for suturing among medical students.
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