TY - JOUR
T1 - Clinical anatomy through gamification
T2 - a learning journey
AU - Perumal, Vivek
AU - Dash, Sambit
AU - Mishra, Snigdha
AU - Techataweewan, Nawaporn
N1 - Funding Information:
Methods Undergraduate medical students from three universities (University of Otago, New Zealand (n=300); Manipal University, India (n=72); Khon Kaen University, Thailand (n=274)) were invited to participate in this study. All three universities teach human anatomy following traditional methods that include didactic lectures, cadaver dissections or prosections; gamification is not a regular mode of anatomy-education delivery at any of the three universities. Institutional approval was obtained for the study from all universities; the project was partly funded by the University of Otago’s Committee for the Advancement of Learning and Teaching grant and the Otago School of Biomedical Sciences Medical Education Research Grant.
Publisher Copyright:
© NZMA.
PY - 2022/1/1
Y1 - 2022/1/1
N2 - BACKGROUND: Gamification has been shown to increase students’ participation and has been widely used in medical education in the recent years. However, there are no dedicated games to deliver complete clinical-anatomy content at an undergraduate level. AIM: This study describes the developmental process of a series of anatomy games for medical students and analyses student participation and experiences around the gamification process. METHODS: Three diverse anatomy games were developed on the undergraduate medical curriculum. Based on students’ playing and simultaneous learning experiences in each game, subsequent game contents were constructively modified. Students from three different universities participated in the study (total cohort=646); their experiences on the different games were documented and compared with each other. RESULTS: Feedback from 219 players showed that the games were fun (95%) and interesting (81%) and assisted their anatomy learning (97%); students’ fun, interest and learning improved significantly in the two subsequent games (p<0.001). CONCLUSION: Carefully designed anatomy games create a fun-filled and interesting learning environment for undergraduate medical students. Learning experiences improved when students’ feedback was appropriately addressed to constructively modify the subsequent learning resources.
AB - BACKGROUND: Gamification has been shown to increase students’ participation and has been widely used in medical education in the recent years. However, there are no dedicated games to deliver complete clinical-anatomy content at an undergraduate level. AIM: This study describes the developmental process of a series of anatomy games for medical students and analyses student participation and experiences around the gamification process. METHODS: Three diverse anatomy games were developed on the undergraduate medical curriculum. Based on students’ playing and simultaneous learning experiences in each game, subsequent game contents were constructively modified. Students from three different universities participated in the study (total cohort=646); their experiences on the different games were documented and compared with each other. RESULTS: Feedback from 219 players showed that the games were fun (95%) and interesting (81%) and assisted their anatomy learning (97%); students’ fun, interest and learning improved significantly in the two subsequent games (p<0.001). CONCLUSION: Carefully designed anatomy games create a fun-filled and interesting learning environment for undergraduate medical students. Learning experiences improved when students’ feedback was appropriately addressed to constructively modify the subsequent learning resources.
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M3 - Article
AN - SCOPUS:85126518265
SN - 0028-8446
VL - 135
SP - 19
EP - 30
JO - New Zealand Medical Journal
JF - New Zealand Medical Journal
IS - 1548
ER -