Prospective study on a fast-track training in psychiatry for medical students: The Psychiatric Hat Game

Abstract

Background: While medical students are losing interest in lectures in favor of other educational materials, many studies suggest the benefit of active learning, combined with gamified educational tools. The authors developed a psychiatric adaptation of the « Hat Game ». It was hypothesised that this game would increase both knowledge and motivation in medical students toward psychiatric semiology. The aim of the study was to assess the benefit of a Psychiatric Hat Game session for learning psychiatric symptoms in third-year medical students. Student performance was also evaluated at 3 months. Methods: This gamified fast-track training consists of two teams and each team has to guess as many psychiatric semiology terms as possible using different techniques (i.e. speech, mime). The study involved a pre- and post-evaluation of knowledge (Multiple Choice Questions) and a satisfaction survey. Baseline, post-immediate, and three-months scores were compared by using Friedman analysis for paired samples. Comparisons of mean scores at two different times were performed by using Wilcoxon test for paired samples. Results: One hundred and sixty-six students were proposed to take part in the study. Among them 129 completed the whole program (response rate = 77.7%). Mean scores measured at the three points in time were significantly different (p < 0.001, N = 129). Knowledge mean scores were significantly higher after the game than before (+ 28.6%, p < 0.001). Improvement was maintained three months after the game (+ 18.9%, p < 0.001). Satisfaction survey items highlighted that students enjoyed and would recommend this type of gamified training. Conclusions: The Psychiatric Hat Game improved knowledge of psychiatric semiology in medical students. Results suggest that it is a promising and efficient tool to playfully teach medical semiology, with transferable features, utility and acceptability from one medical field to another. This study contributes to the growing body of knowledge advocating for serious games and gamified training in medical education.

Game-based learning como estratégia de ensino e aprendizagem no ensino médico

“…Em se tratando do público-alvo da aplicação dos jogos como ferramenta de aprendizagem, observou-se que há estratégias de jogos que se adequam a todos os estágios de formação acadêmica do estudante de medicina, desde o seu primeiro ano de curso, até o momento em que atuam nas residências médicas (Alexander et al, 2019;Gerard et al, 2018). Ainda, observou-se a utilização de games que versavam sobre assuntos que compreendem o ciclo básico do ensino médico, como fisiologia humana (García-Barrios, 2020), empatia e humanização (Chen et al, 2018), até assuntos sobre as especialidades médicas, como geriatria (Lucchetti et al, 2017), obstetrícia (Overtoom et al, 2017), segurança do paciente (Backhouse, & Malik, 2019), psiquiatria (Clément et al, 2020) e emergências médicas (Raupach et al, 2021). Neste cenário, observa-se a plasticidade de aplicação de GBL na educação médica, abrangendo os diferentes domínios de aprendizagem, a saber: cognitivo, psicomotor e afetivo.…”