A web-based review game as a measure of overall course knowledge in pharmacotherapeutics

Dell, Kamila A.; Chudow, Melissa

doi:10.1016/j.cptl.2019.04.012

Cited by 24 publications

(20 citation statements)

References 10 publications

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“…for teaching, learning, and assessment in school and university as well in medical education. 20,[25][26][27][28][29][30][31][32][33] Accordingly, the key messages of these published articles is that (i) Kahoot! web-based interactive gaming is mostly perceived as a valuable active learning strategy for different subjects by the students, that (ii) Kahoot!…”

Section: Discussionmentioning

confidence: 99%

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<p>Feasibility of Kahoot! as a Real-Time Assessment Tool in (Histo-)pathology Classroom Teaching</p>

Neureiter¹,

Klieser²,

Neumayer³

et al. 2020

AMEP

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Purpose: New technologies like gamification are continuously integrated into medical education during the last years. However, the benefit and implementation of such gaming platforms are not clearly studied. This analysis assesses the feasibility of Kahoot! regarding simplicity and low-cost performance as a learning/teaching tool for medical education in (histo-)pathology. Materials and Methods: In this feasibility pilot study, we developed 36 modules for different benign and malignant tumors, covering four major topics: gastrointestinal tract, dermatology, urogenital tract, and hematology. Each module included histomorphological text-based questions for education of 2nd-year medical students. The online gaming-platform Kahoot! was anonymously implemented before and after "classical" medical education which included discussions of histological slides for each tumor entity using Microsoft PowerPoint-based presentations in combination with microscopical demonstrations. Participating students were invited to a seven-questions evaluation about the online educational approach. Results: Overall, 23 of 51 students of the study class completed the pre-and the postevaluation of Kahoot! in one or more organ systems. The percentage of correct answers increased from the initial mean/median of 47.2/45% to 77.2/76.3%. Simultaneously, the time for answering questions decreased by roughly 50% (from mean/median time of 9.1/8.3 seconds to 5.1/4.3 seconds) from pre-to post-assessment. The results were independent of gender; however, there were scoring differences between the different organ systems. Students positively evaluated the routine implementation of the gaming-platform Kahoot! within medical education. Conclusion: Kahoot! is as a simple, direct, and low-cost application in medical teaching improving learning outcomes of pathomorphological topics with high acceptance by students. Kahoot!-based evaluations should be also performed in more advanced topics in the field of histopathology.

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Section: Discussionmentioning

confidence: 99%

“…scoring improvement and the time to respond could demonstrate improvements in the understanding, progression, and knowledge increase of medical students. 27,28 Statistical Method to Analyze Results…”

Section: Dovepressmentioning

confidence: 99%

<p>Feasibility of Kahoot! as a Real-Time Assessment Tool in (Histo-)pathology Classroom Teaching</p>

Neureiter¹,

Klieser²,

Neumayer³

et al. 2020

AMEP

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“…Like Dell and Chudow, who used gaming in their Pharmacotherapeutics course, we felt that participating in the review session was a low-stakes activity for students since it did not count towards their course grade. 6 The immediate feedback from the game results and the interactivity/competition helped prepare them for the upcoming tests. Student comments on the assessments were reflective of this.…”

Section: Discussionmentioning

confidence: 99%

“…review scores and other course grades. 6 Yet, before learning outcomes can be assessed, it is important to understand what motivates students to use gamified learning systems and what impacts those motivations.…”

Section: Introductionmentioning

confidence: 99%

Examining Student Motivation to Use a Gamified System in an Immunology and Immunization Training Course

Barber¹,

Stavroulaki²,

Santanello

2020

Innov Pharm

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Background: Gamification is the process of adding game elements into classroom activities to encourage student participation and motivation. Classcraft® is a gamified learning system designed to integrate easily with normal classroom activities and to enhance collaboration and teamwork. Educational activity and setting: This study explored the use of the Classcraft® system in an Immunology and Immunization Training course, specifically examining students’ motivation to use the system and potential impacts on their motivation. Findings: Results showed that value and enjoyment motivated students to use Classcraft®. Furthermore, the ease of use of the system positively impacted students’ enjoyment of the system. Students’ choice regarding how much they were required to engage with the system positively impacted the value and enjoyment that they experienced with the system. Summary: Students’ demonstrated motivation to use Classcraft® provides a foundation for further research into the use of gamified learning systems within pharmacy classrooms. Research is needed to understand if use of a gamified learning system positively impacts learning outcomes.

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“…Some of these applications implement games, which often represent a smart solution to increase the motivation of the users and let them actively learn and practice. Indeed, gamification, which is the application of elements typical of game playing to nongaming activities, has been increasingly used in several fields, including medical and pharmacy education (Dell & Chudow, 2019; Jones & Wisniewski, 2019; Lam, Gutierrez, Goad, Odessky, & Bock, 2019; Shannon, 2019) due to its ability to increase interactivity, rewards, and motivation (Sera & Wheeler, 2017). Recent examples include the use of interactive trivia (Jones & Wisniewski, 2019) and quest games (Lam et al, 2019) in the classroom setting for first‐year pharmacy students.…”

Section: Introductionmentioning

confidence: 99%

Increasing engagement in pharmacology and pharmacogenetics education using games and online resources: The PharmacoloGenius mobile app

Zammarchi

Zompo

Squassina

et al. 2020

Drug Development Research

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A web-based review game as a measure of overall course knowledge in pharmacotherapeutics

Cited by 24 publications

References 10 publications

<p>Feasibility of Kahoot! as a Real-Time Assessment Tool in (Histo-)pathology Classroom Teaching</p>

<p>Feasibility of Kahoot! as a Real-Time Assessment Tool in (Histo-)pathology Classroom Teaching</p>

Examining Student Motivation to Use a Gamified System in an Immunology and Immunization Training Course

Increasing engagement in pharmacology and pharmacogenetics education using games and online resources: The PharmacoloGenius mobile app

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