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

Abstract

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.

Innovating Pathology Learning via Kahoot! Game-based Tool: A Quantitative Study of Students’ Perceptions and Academic Performance

“…Therefore, not only adding a new educational tool is enough, but choosing how to use it according to the nature of the subject/discipline and the target outcomes is an important factor. This study confirms the positive effect on academic performance found by Neureiter et al (2020) in Pathology learning. [13] On contrary to using the tool inside the classroom just after the lecture; our students used the tool outside classroom so the tool is beneficial on the intermediate and long term memory levels.…”

“…This study confirms the positive effect on academic performance found by Neureiter et al (2020) in Pathology learning. [13] On contrary to using the tool inside the classroom just after the lecture; our students used the tool outside classroom so the tool is beneficial on the intermediate and long term memory levels. Our study also used a comparative group to confirm the positive effect of Kahoot!…”

“…student-users in varying educational settings. [12] The pilot study by Neureiter et al (2020) is the only research done evaluating the use of Kahoot! in Pathology learning.…”

“…in Pathology learning. [13] It evaluated the general students` perception on the use of Kahoot! and revealed good acceptance of it.…”

Innovating pathology learning via Kahoot! game-based tool: a quantitative study of students` perceptions and academic performance

“…student-users in varying educational settings. [16] The pilot study by Neureiter et al (2020) is the only research done evaluating the use of Kahoot! MGBL tool in Pathology learning [17].…”