“Who Wants to Be an Ob/Gyne?” The Role of Blended Learning and Gaming for the Obstetrics and Gynecology Student: A Randomized Trial

    loading  Checking for direct PDF access through Ovid

Abstract

BACKGROUND:

We developed a PowerPoint game based on the TV game show, “Who wants to be a Millionaire.” Looking at gaming and blended learning to teach medical students high yield topics using Pearls of Exxcellence essential to practice obstetrics and gynecology.

METHODS:

A prospective study of 78 first and second year medical students. Cohort A: didactic style learning covering dermatological diseases. Cohort B: independent learning packet followed by team gaming activity “Who wants to an Ob/Gyne.” Assessment: Pre and post-course knowledge and Likert scale surveys. Long term retention: repeat testing at 6 months interval.

RESULTS:

Both groups showed significant improvement in learning (P<.001) on pre- and posttest comparison. Blended learning achieved greater pretest to post-test improvement of high statistical significance (P<.001) compared to didactic learning alone. Students in the group randomized to game format rated it higher in create team comradery and overall enjoyment than students participating in the lecture method (P<.001). In addition, students in the blended learning group responded positively that the format had stimulated their interest, and kept them engaged in class content (P<.001). Six months retest the intervention group had greater retention in clinical knowledge scores (1.2±2.6 versus 3.5±1.8; P=.02).

DISCUSSION:

Blended learning incorporating gaming is an effective and acceptable pedagogical alternative to didactic lectures. Showing both an immediate and 6-month retention benefit.

Related Topics

    loading  Loading Related Articles