The Role of Game-Based Learning in Experiential Education: Tool Validation, Motivation Assessment, and Outcomes Evaluation among a Sample of Pharmacy Students

Abstract

(1) Background: There is a scarcity of data regarding game-based learning (GBL) in experiential pharmacy education; in addition, the impact of educational games on the attainment of intended learning outcomes and students’ motivation to actively learn and practice through non-traditional pedagogical tools are yet to be explored. (2) Methods: This was a prospective quasi-experimental study that introduced GBL into the Pharmacy Practice Experience course of the Bachelor of Pharmacy (BPharm) program at the Lebanese International University in Lebanon. Data collection took place between July and September 2021. The study objectives were to assess the impact of GBL on attaining intended learning outcomes, determine students’ motivation to engage in GBL, and assess the impact of this motivation on the attainment of learning outcomes. (3) Results: GBL was associated with a significantly higher exam average (mean difference = 7.152, p < 0.001). Moreover, an active learning motivation assessment scale (ALMAS) was constructed and validated; it was found to have good reliability as well as high sensitivity and specificity, and it determined a good level of motivation to engage in GBL. Game-based learners with higher motivation scores had significantly higher exam averages compared to those with lower scores (Beta = 0.296, 95% CI 0.110–0.545, p = 0.004). (4) Conclusion: GBL was associated with better attainment of intended learning outcomes. Students appear to be motivated to learn by this style of active learning, and motivation is prognostic of the attainment of learning outcomes.

Experiential pharmacy education in trying times: Lessons learned from the COVID-19 pandemic

“…Pharm.) programme at LIU is fully compliant with ACPE recommendations and quality criteria and is currently the only ACPE-certified programme in Lebanon as of August 2020 (Dabbous et al, 2022).…”

“…Each community practice experience course has a structured manual to guide students and preceptors to achieve the intended learning outcomes. The manuals are made up of different modules that allow students to acquire the essential knowledge, skills, attitudes, and values to become effective and collaborative members of healthcare teams (Dabbous et al, 2022). PPE I modules provide an introduction to basic pharmacy practice skills and services.…”

“…During the 12-week period of community experiences, pharmacy students at LIU are supervised by two preceptors, i.e., the on-site community pharmacist and the faculty preceptor (Dabbous et al, 2022). Preceptors serve as role models who possess leadership and professional skills (Zeitoun et al, 2020).…”

“…Pharmacy practice experience in community and clinical settings is an essential cornerstone of pharmacy education and training, according to international organisations, such as the Accreditation Council for Pharmacy Education (ACPE) (Thompson et al, 2020). Pharmacy training offers pharmacy students with rich learning opportunities to become competent pharmacists and worthwhile members of healthcare teams (Dabbous et al, 2022).…”

“…The Lebanese Ministry of Education and Higher Education had decided to suspend on-site classes and internships and use available distance learning tools for teaching and training during the COVID-19 pandemic. Hence, the school of pharmacy at the Lebanese International University (LIU) has moved to virtual training using all resources at its disposal (Dabbous et al, 2022). The current review aims to document virtual pharmacy practice training at LIU during COVID-19.…”