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The evaluation of digital educational game use in pharmacology teaching process.

ABSTRACT: The aim of the study was to determine the usefulness of educational video games as a variety applied to the traditional teaching of pharmacology in topics of antifungal and hypolipidemic drugs. Sixty-six volunteers were divided into control group (n = 33) and experimental group (n = 33). The first group received traditional seminar only, and the second played video game designed with the use of Kahoot! platform after the seminar. The assessment of knowledge was conducted with the use of three tests: pre-test was presented before seminar, post-test after seminar (for control group) or after playing the video game (for experimental group), and test no. 3 took place 4 weeks later. Analysis of tests' scores with respect to both topics resulted in the observation that the control and experimental groups show statistically significant improvement in knowledge, whether it was measured after the seminar or 4 weeks later. However, the results of experimental group were statistically better in comparison to the control group. It proves that electronic GBL (game-based learning) applied to standard educational processes increases short- and long-term knowledge retention compared to traditional seminars.

SUBMITTER: Granat MM

PROVIDER: S-EPMC11333716 | biostudies-literature | 2024 Oct

REPOSITORIES: biostudies-literature

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The evaluation of digital educational game use in pharmacology teaching process.

Granat Marcin Mateusz MM Paź Aleksandra A Mirowska-Guzel Dagmara D

Pharmacology research & perspectives 20241001 5

The aim of the study was to determine the usefulness of educational video games as a variety applied to the traditional teaching of pharmacology in topics of antifungal and hypolipidemic drugs. Sixty-six volunteers were divided into control group (n = 33) and experimental group (n = 33). The first group received traditional seminar only, and the second played video game designed with the use of Kahoot! platform after the seminar. The assessment of knowledge was conducted with the use of three te ...[more]

PMID: 39161123

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Project description:IntroductionTraditionally, dental students learn the skills for dentist-patient interaction and communication via on-site contact with patients, when they start clinical training. However, preclinical students (who have not started clinical practice) have fewer chances to realize the context of dentist-patient interaction. It has remained unclear if a gamification approach via digital media, i.e., a computer role-playing game, can help to learn clinical communication skills. The intervention-based study investigates the effectiveness of the clinical dentist-patient communication (CDPC) game on students' motivation, beliefs, and self-efficacy to learn behavioral issues of clinical communication.MethodsFifty-two dental students (Preclinical group) and 18 dental interns and dentists (Clinical group) played the CDPC game, which consists of 16 scenes of clinical context about dentist-patient communication (less than 40 min for playing), via web browsers. Pre-test and post-test questionnaires were used to assess their motivation, beliefs, and self-efficacy to learn behavioral issues of clinical communication. The effectiveness was examined by comparing pre-test and post-test scores within-subject and between-group difference was compared between Preclinical and Clinical groups, via non-parametric statistical tests.Results(A) In the Preclinical group, participants showed a significant increase in motivation and self-efficacy in learning after playing the CDPC game (p < 0.05, adjusted of multiple comparison). (B) In contrast, the Clinical group did not show a significant difference before vs. after playing the game. (C) After playing the game, the Preclinical group showed a significant association between motivation and beliefs (p = 0.024) and between motivation and self-efficacy (p = 0.001); the Clinical group showed a significant association between motivation and beliefs (p = 0.033).ConclusionsThe current evidence suggests that gamification of learning helps preclinical students to understand the context of clinical dentist-patient interaction and increase their motivation and self-efficacy to learn behavioral issues of clinical communication.

Project description:BackgroundIn the context of an aging population, the Gerontological Nursing course is becoming more and more important. Escape room games have been shown to have a positive effect on nursing education, but they have not been applied in the Gerontological Nursing course. The purpose of this study was to investigate the effects of adding an escape room game-based learning activity at the end of classroom teaching in a Gerontological Nursing course on nursing students' learning attitude and game flow experience.MethodsIn April 2023, a total of 84 nursing students from two classes at a medical school in Northeast China were selected for the study, and the classes were divided into a test group (n = 41) and a control group (n = 43). Both groups received regular classroom teaching on "Safe Medication Care for the Elderly", and the test group participated in an escape room game at the end of the classroom teaching. General information about the nursing students in both groups was collected prior to participation; learning attitude were measured before and after participation; and game flow experience was measured before and after participation in the test group. Data were analyzed using independent samples t-tests and paired samples t-tests.ResultsThere was no statistically significant difference in the general information and learning attitude of nursing students between the two groups before participation. After participation, the total learning attitude score of nursing students in the test group was (73.17 ± 1.67) and that of the control group was (61.63 ± 2.66), and the difference was statistically significant (p < 0.001, Cohen's d = 5.196). The game flow experience of nursing students in the test group before and after participation was (63.27 ± 2.48) and (81.29 ± 2.49), respectively, and the difference between before and after was statistically significant (p < 0.001, Cohen's d = 5.253).ConclusionsDuring the teaching process of the Gerontological Nursing course, an escape room game added at the end of classroom teaching can improve nursing students' learning attitude and also help them to have a good game flow experience. These findings suggest that teaching activities based on the escape room game have considerable practical application value.

Project description:ObjectiveTo explore the feasibility of applying the digital evaluation system in the homogeneous training and qualification evaluation of teaching faculty in the preclinical simulation teaching of G.V. Black Class II cavity tooth preparation in operative dentistry.MethodsEighteen clinicians who graduated with Ph.D. and were about to participate in the operative dentistry preclinical teaching at the Hospital of Stomatology, Sun Yat-sen University, were selected to practice the G.V. Black Class II cavity tooth preparation of the left mandibular first molar by using the Aizhixing Digital Dental Virtual Teaching Evaluation System DHC210. Through continuous practice and assessment, we evaluated whether there were changes in their examination scores and operation time after practicing with multiple teeth. Meanwhile, we evaluated the condition of Class II cavity tooth preparation before and after practices using Fair Grader 2000, a Dental Digital Teaching Practice Evaluation System, and combined it with questionnaires to examine the teaching effectiveness of this training.ResultsAs the number of exercises increased, there was a tendency for the result scores of the four tests of Aizhixing to increase (P > 0.05), and the operating time was progressively less (P < 0.05). The results of Fair Grader 2000 showed that dental clinicians who had completed their standardized residency training had higher and more stable scores than those who were ongoing (P < 0.05). The questionnaire survey results showed that it was necessary to apply Aizhixing to Class II cavity tooth preparation teaching activities, which can effectively improve students' theoretical knowledge and the level of cavity preparation skills.ConclusionThe application of the digital real-time evaluation system of Aizhixing and the digital evaluation system help to improve the efficiency and objective assessment of Class II cavity tooth preparation, which provides a certain reference basis for achieving high-quality and homogeneous teaching and reform of oral endodontics.

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The evaluation of digital educational game use in pharmacology teaching process.

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The evaluation of digital educational game use in pharmacology teaching process.

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