University of North Texas Health Science Center at Fort Worth, College of Pharmacy, Fort Worth, TX, USA.
University of North Texas Health Science Center at Fort Worth, College of Pharmacy, Fort Worth, TX, USA.
Am J Pharm Educ. 2024 Oct;88(10):101284. doi: 10.1016/j.ajpe.2024.101284. Epub 2024 Sep 2.
Many strategies are used in pharmacy education to maintain student engagement through active learning. Gamification, such as the choose-your-own-adventure activity (CYOAA), is one such method. The purpose of this study was to assess improvement in clinical knowledge and retention after the implementation of CYOAA.
Two CYOAAs were designed and implemented within second-year pharmacy courses. One activity was on venous thromboembolism (VTE) and the other on chronic obstructive pulmonary disease (COPD). Students completed a six question prequiz and postquiz for both activities mapped to core learning objectives and four similar but more difficult questions on corresponding exams. After the CYOAAs, the students completed a reflection and perceptions survey.
Seventy-five students completed the VTE CYOAA and 77 completed COPD CYOAA. Over the three time points, there was a significant decrease in the mean assessment scores on the VTE activity (68% to 65% to 40%) versus a significant and sustained increase in mean assessment scores on COPD (62% to 83% to 85%). Of the 36 and 33 students who completed the postsurvey, the majority agreed or strongly agreed that they preferred CYOAA to traditional cases and that the activities improved their knowledge, critical thinking skills, and confidence in clinical decision-making.
There was a mixed result in the mean assessment scores, with an increase seen with the COPD CYOAA and a decrease with VTE, as well as positive perceptions for VTE and COPD, indicating that this classroom innovation is well-liked and may improve knowledge outcomes.
许多策略被用于药学教育，通过主动学习来保持学生的参与度。游戏化，如选择自己冒险活动（CYOAA），就是这样一种方法。本研究的目的是评估实施 CYOAA 后临床知识的提高和保留情况。
在药学二年级课程中设计并实施了两个 CYOAA。一个活动是关于静脉血栓栓塞症（VTE），另一个是关于慢性阻塞性肺疾病（COPD）。学生们完成了针对核心学习目标的六个预测试和后测试问题，以及四个类似但更难的关于相应考试的问题。在 CYOAA 之后，学生们完成了一项反思和感知调查。
75 名学生完成了 VTE CYOAA，77 名学生完成了 COPD CYOAA。在三个时间点上，VTE 活动的平均评估分数有显著下降（68%至 65%至 40%），而 COPD 的平均评估分数则显著且持续增加（62%至 83%至 85%）。在完成后测的 36 名和 33 名学生中，大多数人同意或强烈同意他们更喜欢 CYOAA 而不是传统病例，并且活动提高了他们的知识、批判性思维技能和临床决策信心。
平均评估分数的结果喜忧参半，COPD CYOAA 有所增加，VTE 有所下降，同时对 VTE 和 COPD 的看法也较为积极，这表明这种课堂创新很受欢迎，可能会提高知识成果。
