What Can Be Achieved With Motivation-Based Teaching of Medical Students? A Monocentric Retrospective Audit of Retention Among Highly Motivated Graduates Who Underwent the Learning-by-Doing Concept in Anesthesiology and Intensive Care Medicine

Abstract

Background Medical education, in general, is undergoing a significant shift from traditional methods. It becomes very difficult to discover effective teaching methods within the limited possibilities in patient hands-on education, especially as seen in anesthesiology and intensive care medicine (AIM) teaching. Motivation-based teaching is very popular in all other aspects of education, but it has received scant attention in medical education literature, even though it can make a real difference for both students and physicians. Objective The primary aim of this retrospective audit was to find out if proper motivation-based teaching of students via the development of AKUTNE.CZ’s serious games can help retain graduates of the Faculty of Medicine of Masaryk University (FMMU) for the AIM specialty. Methods Motivation-based teaching and the learning-by-doing concept were applied to a subject called Individual Project . Our topic, The Development of the Multimedia Educational Portal, AKUTNE.CZ , has been offered since 2010. The objective has been the development of supportive material in the form of interactive algorithms, serious games, and virtual patients for problem-based learning or team-based learning lectures aimed at acute medicine. We performed a retrospective questionnaire evaluation of all participants from the 2010-2017 period, focusing on their choice of medical specialty in 2017. The data were reported descriptively. Results We evaluated 142 students who passed Individual Project with topic The Development of the Multimedia Educational Portal, AKUTNE.CZ during 2010 to 2017. In this period, they developed up to 77 electronic serious games in the form of interactive multimedia algorithms. Out of 139 students in general medicine, 108 students (77.7%) had already graduated and 37 graduates (34.3%) worked in the AIM specialty. Furthermore, 57 graduates (52.8%) chose the same specialty after graduation, matching the topic of their algorithm, and 37 (65%) of these graduates decided to pursue AIM. Conclusions Motivation-based teaching and the concept of learning-by-doing by the algorithm/serious game development led to the significant retention of FMMU graduates in the AIM specialty. This concept could be considered successful, and as the concept itself can also be well integrated into the teaching of other medical specialties, the potential of motivation-based teaching should be used more broadly within medical education.

Comparison of problem-based and team-based learning strategies: a multi-institutional investigation

“…SBL leverages interactive scenarios termed Virtual Scenarios (VSs) in general and Virtual Patients (VPs) in medical education, to mimic real-world problems, thereby enhancing student engagement (Woodham et al, 2017) and performance (Poulton et al, 2014). This more immersive approach, involving elements of simulation (Poulton et al, 2014) and serious games (Klincova et al, 2019), aligns with our investigation into the integration of innovative educational strategies with PBL and TBL. Notably, a systematic review following Cochrane methodology (Kononowicz et al, 2019) has demonstrated the effectiveness of these scenarios in improving clinical reasoning, procedural skills, and teamwork in health professions education, which are key aspects of our study's focus.…”

Mapping Behavioral Health Serious Game Interventions for Adults With Chronic Illness: Scoping Review

“…These games may be used to prevent disease [ 3 ], improve the health of patients with disease [ 4 ], and enhance social interaction to improve health [ 5 ]. Additional genres of serious games teach medical professionals skills [ 6 - 8 ], ultimately attempting to improve patient outcomes by improving clinician knowledge. A central attraction of electronic serious games is their ability to educate, motivate, and involve users without using conventional patient education that relies heavily on less engaging and often more intense training, such as written instruction or one-on-one consultation.…”

Mapping Behavioral Health Serious Game Interventions for Adults With Chronic Illness: Scoping Review (Preprint)

“…These games may be used to prevent disease [3], improve the health of patients with disease [4], and enhance social interaction to improve health [5]. Additional genres of serious games teach medical professionals skills [6][7][8], ultimately attempting to improve patient outcomes by improving clinician knowledge. A central attraction of electronic serious games is their ability to educate, motivate, and involve users without using conventional patient education that relies heavily on less engaging and often more intense training, such as written instruction or one-on-one consultation.…”