Keshmiri Fatemeh
Medical Education Department, Education Development Center, Shahid Sadoughi University of Medical Sciences, Yazd, Iran.
National Agency for Strategic Research in Medical Education, Tehran, Iran.
BMC Med Educ. 2025 Apr 7;25(1):491. doi: 10.1186/s12909-025-07052-7.
The current study aimed to evaluate the effect of an entrepreneurship and business education program using gamification on enhancing self-efficacy and the learning of entrepreneurial and business skills among pharmacy students.
This quasi-experimental study was carried out at Shahid Sadoughi University of Medical Sciences. The participants, including 5th and 6th-year pharmacy students (N = 86), were entered. The objective of the intervention was to improve entrepreneurial and business skills and develop business models in the pharmacy field. During the intervention, students collaboratively engage in a puzzle of a business plan as a project, integrating elements including risk, rewards, completion, multiplayer gameplay, and scenario-based challenges across various pharmaceutical fields. Students were tasked with completing canvas business plan components for their proposals, which were subsequently evaluated by an expert. The students' self-efficacy was assessed using a 23-item questionnaire, and their learning was measured through a project-based examination focused on the business plan. The collected data were analyzed using descriptive statistics, T-tests, Pearson's ANOVA, and regression analysis, with a significance level considered p-value < 0.05.
The students' learning scores were reported as 89.93 ± 5.66. The scores of students' self-efficacy domains before (46.11 ± 2.59) and after the educational program (69.58 ± 2.04) had a significant difference. (p-value = 0.0001). The results of the regression test showed that students' learning scores have a substantial relationship with initiating investor relationships (p = 0.005) and coping with unexpected challenges (p = 0.03). After controlling the demographic information, the domains of initiating investor relationships (p = 0.004) and developing new products and market opportunities (p = 0.038) significantly correlate with a student's entrepreneurship score.
The educational program using the gamification method with a focus on business models significantly enhances students' self-efficacy in pharmaceutical entrepreneurship. This improvement was observed across all domains assessed, indicating a comprehensive impact on students' self-perception of their ability to succeed in entrepreneurship. Further study of entrepreneurship development and business education using a game-based learning method as a collaborative and active method in pharmacy education is recommended.
Not applicable.
本研究旨在评估一项采用游戏化的创业与商业教育项目对提高药学专业学生的自我效能感以及创业和商业技能学习的效果。
本准实验研究在沙希德·萨杜基医科大学开展。纳入了包括五年级和六年级药学专业学生（N = 86）在内的参与者。干预的目标是提高创业和商业技能，并开发药学领域的商业模式。在干预过程中，学生们以一个商业计划拼图作为项目进行协作，整合包括风险、回报、完成度、多人游戏玩法以及跨各个药学领域的基于场景的挑战等要素。学生们的任务是为他们的提案完成画布式商业计划组件，随后由一位专家进行评估。使用一份包含23个条目的问卷对学生的自我效能感进行评估，并通过一项基于商业计划的项目考试来衡量他们的学习情况。收集到的数据使用描述性统计、T检验、皮尔逊方差分析和回归分析进行分析，显著性水平设定为p值<0.05。
学生的学习成绩报告为89.93±5.66。教育项目实施前（46.11±2.59）和实施后（69.58±2.04）学生自我效能感领域的得分存在显著差异。（p值 = 0.0001）。回归测试结果表明，学生的学习成绩与建立投资者关系（p = 0.005）和应对意外挑战（p = 0.03）有密切关系。在控制人口统计学信息后，建立投资者关系领域（p = 0.004）和开发新产品及市场机会领域（p = 0.038）与学生的创业得分显著相关。
以商业模式为重点的游戏化教育项目显著提高了学生在药学创业方面的自我效能感。在所有评估领域都观察到了这种提升，表明对学生在创业中成功能力的自我认知产生了全面影响。建议进一步研究将基于游戏的学习方法作为药学教育中的一种协作性和主动性方法用于创业发展和商业教育。
不适用。
