A little healthy competition: using mixed methods to pilot a team-based digital game for boosting medical student engagement with anatomy and histology content

Abstract

BackgroundDigital games have been demonstrated to be beneficial for a range of non-recreational purposes, with a particular focus on their value for education. There is a limited amount of research supporting their use for medical education, but their are several studies on their use in areas such as surgical training, and life-support re-training. However, a significant gap exists in demonstrating how they engage with learners and games can be used most effectively in medical education. This pilot study assessed the value of digital games for teaching anatomy, by evaluating participant engagement and their attitudes towards a team-based strategy game.MethodsA digital game platform was designed, and then populated with anatomy questions developed by subject matter experts. Second year medical students were recruited to play three matches of the game. At the end of each match participants were asked to complete a Likert rating of their experiences of the game across five domains. Semi-structured interviews were conducted to assess engagement with the platform and perceived value to learners.ResultsSixteen participants volunteered to participate. Post-match ratings indicated that participants had a generally positive experience with the game, with 89 % of respondents agreeing the game was engaging, 93 % of respondents agreeing the game was challenging and 74 % indicating they would like to play the game again if given the opportunity.A total of fourteen participants agreed to be interviewed after playing three matches of the game. Interview responses supported the findings of the post-match ratings that the game was considered enjoyable and engaging. Participants noted they particularly enjoyed the competitive aspect of the game, particularly the opportunity to play against peers they consider their academic equals.In addition to finding the game engaging interview participants indicated they perceived the game impacted on their knowledge around anatomy. In particular, participants noted that the game provided them unique insight into their knowledge strengths and deficits.ConclusionsThis study demonstrated that digital games can engage medical students in traditionally-challenging areas such as anatomy and offer learners unique insights into their knowledge strengths and deficits.

Let’s Kahoot! Anatomy

“…Promoting game-based learning can support medical student engagement with anatomy and the findings of this study are consistent with the literature on digital games and their use as a tool for fun and engagement in education (Griffiths, 2002;Anyanwu, 2014;Janssen, 2015). In our study, the observed classroom environment benefits can be listed as higher attendance and participation, and more focused and engaged students in class.…”

Teaching and Learning Strategies of Oral Histology Among Dental Students

“…They have shown preference to 'ubiquitous learning' in which imbibing knowledge is dispersed in time and space (Burbules, 2012). Several studies (Dennen & Hao;Janssen et al, 2015) have shown similar student interest in ELR while other studies like Johnson et al) reported less use of oral histology course website.…”

Hunger Games: Interactive Ultrasound Imaging for Learning Gastrointestinal Physiology

“…Several studies have shown considerable interest in integrating games and digital technologies into educational activities. Studies claim that game‐based learning provides more engagement for the learner, allows personalized learning opportunities, teaches important technical skills, and creates an environment for relevant assessment . Challenges imposed by game‐based learning encourage and reinforce thinking, planning, and technical skills.…”