The PEGASUS Games: Physical Exam, Gross Anatomy, phySiology and UltraSound Games for Preclinical Medical Education

Abstract

Introduction: Gamification engages learners and has successfully taught point-of-care ultrasound (POCUS) to residents and fellows. Yet ultrasound (US) curricula in undergraduate medical education remains limited. This study assessed a gamification model integrating US, anatomy, physiology, physical examination, and radiology created for preclinical medical students as compared with traditional didactic education. Methods: Twenty first-year medical students participated in a session on neck and thyroid material. Students were randomly assigned to a game or non-game group. Game students participated in games incorporating thyroid US with exam maneuvers, other imaging modalities, physiology, and pathology. Non-game students were taught the same material with an instructor. Students were assessed with a pretest and immediate and delayed post-tests. Group differences and scores were assessed using t-tests. A Likert scale evaluated learners’ opinions of the educational experience. Results: The game group performed better than the non-game group on the immediate post-test (p = 0.007, CI = [0.0305, ∞]). There was no significant difference between the groups on the delayed post-test (p = 0.726, CI = [-0.120, ∞]). Students in both groups felt more confident in their knowledge of the material, and all students in the game group agreed that the games encouraged teamwork. Most (9/10) stated the games allowed them to learn the material more effectively and would like to see more gamification (8/10). Conclusion: This US education model incorporating gamification for preclinical medical students promotes teamwork and is as effective for learning material than a traditional learning model. Students additionally convey a positive attitude towards gamification.

Serious Games as a Method for Enhancing Learning Engagement: Student Perception on Online Higher Education During COVID-19

“…The use of this method has produced positive results in the COVID-19 context ( Nieto-Escamez and Roldán-Tapia, 2021 ; Rincon-Flores and Santos-Guevara, 2021 ). Moreover, gamification has been used in different subjects, such as business ( Pakinee and Puritat, 2021 ), computer sciences ( Liénardy and Donnet, 2020 ), and chemistry learning ( da Silva Júnior et al, 2020a , b ), as well as biological sciences courses, such as biology ( Kalleny, 2020 ; Lobet et al, 2021 ), microbiology ( Dustman et al, 2021 ), physiology ( Moro et al, 2020 ; Hennekes et al, 2021 ; Herkes et al, 2021 ; Kane et al, 2022 ), and medical and nursing education ( Gentry et al, 2019 ; Malicki et al, 2020 ; O’Connell et al, 2020 ; van Gaalen et al, 2021 ).…”