Discipline of Biomedical Sciences, School of Health and Behavioral Sciences, University of the Sunshine Coast, Maroochydore, Queensland, Australia.
Anat Sci Educ. 2021 Sep;14(5):572-585. doi: 10.1002/ase.2094. Epub 2021 May 31.
The impact of the Covid-19 pandemic has presented challenges in medical education particularly, with development of online learning in a short time period. Notably there has been a significant increase in the use of digital technology applications to meet this challenge. For instance, in the first quarter of 2020 the game-based software Kahoot! reported a threefold increase in players and a fivefold increase in asynchronous learning globally. However, there is limited research into the use of game-based digital technology applications such as Kahoot! and the associated learning theories, particularly in histology, anatomy, and medical education. This scoping review explored the utilization, outcome scores, and student perceptions of learning with the application of Kahoot! in histology, anatomy, and medical education. Online databases were used to identify articles published between 2013 and 2021 from which 12 articles were included in the review. The majority of articles supported positive student outcomes including improved collaborative learning, improved knowledge of content, attendance, and participation. Minor negative aspects included increased time on task, overwhelming learning content, and distractions due to gadgets. None of the articles included a control group. The main educational theories identified were active learning followed by social and constructivism learning theory. In light of the Covid-19 pandemic a rapid and fundamental shift in how digital applications are being used in educational institutions has evolved. Further research on learning frameworks and studies with control groups is required to evaluate Kahoot! as a potentially valuable online application in histology, anatomy, and medical education.
Covid-19 大流行对医学教育产生了影响，尤其是在短时间内发展在线学习方面。值得注意的是，数字技术应用的使用显著增加，以应对这一挑战。例如，在 2020 年第一季度，基于游戏的软件 Kahoot! 报告称，其玩家数量增加了两倍，全球异步学习增加了五倍。然而，对于基于游戏的数字技术应用（如 Kahoot!）的使用及其相关学习理论，特别是在组织学、解剖学和医学教育方面，研究有限。本范围综述探讨了 Kahoot! 在组织学、解剖学和医学教育中的应用的利用情况、结果评分和学生学习感知。使用在线数据库确定了 2013 年至 2021 年期间发表的文章，并从中纳入了 12 篇文章进行综述。大多数文章支持学生的积极成果，包括改善协作学习、增加对内容的了解、出勤率和参与度。较小的负面方面包括增加任务时间、学习内容过多以及因小工具而分心。没有一篇文章包含对照组。确定的主要教育理论是主动学习，其次是社会和建构主义学习理论。鉴于 Covid-19 大流行，教育机构中数字应用的使用方式发生了快速而根本的转变。需要进一步研究学习框架和有对照组的研究，以评估 Kahoot! 作为组织学、解剖学和医学教育中一种潜在有价值的在线应用。
