Puzzle game-based learning: a new approach to promote learning of principles of coronary artery bypass graft surgery

Khorammakan, Reza; Omid, Athar; Mirmohammadsadeghi, Mohsen; Ghadami, Ahmad

doi:10.1186/s12909-023-04156-w

Cited by 6 publications

(1 citation statement)

References 64 publications

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“…Cognition is one of the three key skills for learning and education plays a vital role in advancing individuals’ cognitive abilities [ 9 ]. Proficient teachers are adept at assessing their students’ cognitive states during classroom instruction and adapt the learning experience in real-time to promote comprehension and positive attitudes toward education [ 10 ].…”

Section: Introductionmentioning

confidence: 99%

Exploring the impact of online and offline teaching methods on the cognitive abilities of medical students: a comparative study

Xu¹,

Wang²,

Li³

et al. 2023

BMC Med Educ

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Background Online education has become increasingly popular, but research on the effectiveness of different teaching models in developing cognitive skills is limited. This study investigated the relationship between different teaching models (online and offline) and the development of cognitive skills in clinical medicine students. Methods Survey data were collected from 2018 entry students who participated in online teaching and 2019 entry students in offline teaching at Xiangya School of Medicine, Central South University. National Quality Open Courses (NQROC) were provided to both groups of students. The study examined the total score of physiology final exam, score of each type of question, and NQROC learning engagement in different score segments under the two teaching models. Non-parametric statistical methods were utilized to analyze the total score of physiology final exam, score of each type of question, and the NQROC learning engagement. Spearman’s rank correlation was utilized to analyze the relationship between the score of physiology final exam and the students’ NQROC learning engagement. Results The study found no statistically significant difference in the total score, short-answer questions (SAQs) score, and case study questions (CSQs) score between online and offline teaching models. However, the multiple-choice questions (MCQs) score was higher in the online teaching model (Z=-4.249, P < 0.001), suggesting that online teaching may be an effective way to improve lower-order cognitive skills among students. In contrast, low-achieving students had higher total scores (Z=-3.223, P = 0.001) and scores in both MCQs (Z=-6.263, P < 0.001) and CSQs (Z=-6.877, P < 0.001) in the online teaching model. High-achieving students in the online teaching model had higher total scores (Z=-3.001, P = 0.003) and MCQs scores (Z=-5.706, P < 0.001) but lower scores in CSQs (Z=-2.775, P = 0.006). Furthermore, students’ NQROC learning engagement was greater in the online teaching model. Conclusions The results of this study suggested that online teaching was not statistically significantly different from offline in cognitive domains and was more desirable than offline in strengthening lower-order cognitive skills. However, it was important to note that offline teaching may be more effective in reinforcing higher-order cognitive skills among high-achieving students. In conclusion, this study provided important insights into the effectiveness of different teaching models in developing cognitive skills among medical students and highlighted the potential benefits of online teaching in enhancing students’ lower-order cognitive skills.

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Section: Introductionmentioning

confidence: 99%

Exploring the impact of online and offline teaching methods on the cognitive abilities of medical students: a comparative study

Xu¹,

Wang²,

Li³

et al. 2023

BMC Med Educ

View full text Add to dashboard Cite

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“CARBGAME” (CARd & Board GAmes in Medical Education): a gamification innovation to foster active learning in biochemistry for medical students

Surapaneni

2024

Advances in Physiology Education

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Diving into the realm of game-based learning, the "CARBGAME"- CARd & Board GAmes in Medical Education is an innovative series of games that reimagines the way medical students learn complex but essential chapters. In the pilot study, there was a highly significant improvement in the academic performance of students in the chapter 'Vitamins'. All the students perceived CARBGAME to be highly rewarding in terms of creating engaging and meaningful learning experiences. Recognizing the benefit of games in medical education, we strongly recommend the implementation of "CARBGAME" for essential topics in physiology education to create a more dynamic and engaging learning environment for students.

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Comparison of the effects of apprenticeship training by sandwich feedback and traditional methods on final-semester operating room technology students’ perioperative competence and performance: a randomized, controlled trial

Hosseinpour,

Nasiri,

Keshmiri

et al. 2024

BMC Med Educ

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Background Effective feedback is fundamental in clinical education, as it allows trainers to constantly diagnose the trainees’ condition, determine their weaknesses, and intervene at proper times. Recently, different feedback-based approaches have been introduced in clinical training; however, the effectiveness of such interventions still needs to be studied extensively, especially in the perioperative field. Therefore, this study sought to compare the effects of apprenticeship training using sandwich feedback and traditional methods on the perioperative competence and performance of Operating Room (OR) technology students. Methods Thirty final-semester undergraduate OR technology students taking the apprenticeship courses were randomly allocated into experimental (n = 15) and control (n = 15) groups through the stratified randomization approach. The students in the experimental group experienced Feedback-Based Learning (FBL) using a sandwich model, and the students in the control group participated in Traditional-Based Training (TBT) in six five-hour sessions weekly for three consecutive weeks. All students completed the Persian version of the Perceived Perioperative Competence Scale-Revised (PPCS-R) on the first and last days of interventions. Also, a blinded rater completed a checklist to evaluate all students’ performance via Direct Observation of Procedural Skills (DOPS) on the last intervention day. Besides, the students in the FBL filled out a questionnaire regarding their attitude toward the implemented program. Results The mean total score of the PPCS-R was significantly higher in the FBL than in the TBT on the last intervention day (P < 0.001). Additionally, the increase in mean change of PPCS-R total score from the first to last days was significantly more in the FBL (P < 0.001). Likewise, the FBL students had higher DOPS scores than the TBT ones (P < 0.001). Most FBL students also had a good attitude toward the implemented program (n = 8; 53.3%). Conclusion Apprenticeship training using a sandwich feedback-based approach was superior to the traditional method for enhancing perioperative competence and performance of final-semester OR technology students. Additional studies are required to identify the sustainability of the findings.

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Puzzle game-based learning: a new approach to promote learning of principles of coronary artery bypass graft surgery

Cited by 6 publications

References 64 publications

Exploring the impact of online and offline teaching methods on the cognitive abilities of medical students: a comparative study

Exploring the impact of online and offline teaching methods on the cognitive abilities of medical students: a comparative study

“CARBGAME” (CARd & Board GAmes in Medical Education): a gamification innovation to foster active learning in biochemistry for medical students

Comparison of the effects of apprenticeship training by sandwich feedback and traditional methods on final-semester operating room technology students’ perioperative competence and performance: a randomized, controlled trial

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