Edirisuriya Chelsea, Goldenberg Jason, Breslin Zachary, Wilson Anita, Herrine Steven, Tofani Christina, Tholey Danielle
Internal Medicine, Thomas Jefferson University Hospital, Philadelphia, USA.
Internal Medicine, Sidney Kimmel Medical College, Thomas Jefferson University, Philadelphia, USA.
Cureus. 2024 Aug 9;16(8):e66538. doi: 10.7759/cureus.66538. eCollection 2024 Aug.
Background Gamification, the incorporation of game theory into the curriculum, has been correlated with improved knowledge retention compared to standard didactics. Objective To determine the impact of gamified hepatology modules on medical student knowledge retention and exam performance. Methods We created three web-based, gamified hepatology modules with 15-question pre- and post-tests. Differences in each module's pre- and post-test scores were compared using paired t-tests. Medical school exam scores (total score and hepatology-specific score) in module users versus non-users were compared using independent two-sample t-tests. Results Module completion yielded significant increases in pre- to post-test scores for the jaundice (p=0.002) and anatomy modules (p<0.001). Module users scored 1.2 points higher on the total exam score (p=0.4) and 2 points higher on the hepatology exam score (p=0.31). Post-module survey results revealed higher knowledge retention in hepatology topics, expanded interest in hepatology, and an increased inclination to use web-based learning platforms for future learning experiences. Conclusion Module use led to improved post-test scores in the modules. Module users also had higher hepatology exam and total exam scores, yet, this difference was not statistically significant. Overall, this study suggests that gamification may be beneficial in aiding hepatology knowledge recall.
游戏化，即将博弈论融入课程，与标准教学法相比，已被证明与知识保留的改善相关。目的：确定游戏化肝病学模块对医学生知识保留和考试成绩的影响。方法：我们创建了三个基于网络的游戏化肝病学模块，并进行了包含15道题的课前和课后测试。使用配对t检验比较每个模块课前和课后测试成绩的差异。使用独立两样本t检验比较模块使用者与非使用者的医学院考试成绩（总成绩和肝病学专项成绩）。结果：完成模块后，黄疸模块（p=0.002）和解剖学模块（p<0.001）的课前到课后测试成绩有显著提高。模块使用者的总成绩高出1.2分（p=0.4），肝病学考试成绩高出2分（p=0.31）。模块后的调查结果显示，在肝病学主题方面知识保留率更高，对肝病学的兴趣增加，并且更倾向于在未来的学习中使用基于网络的学习平台。结论：使用模块导致模块的课后测试成绩提高。模块使用者的肝病学考试成绩和总成绩也更高，然而，这种差异在统计学上并不显著。总体而言，本研究表明游戏化可能有助于肝病学知识的回忆。
