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. 2024 Aug 9;16(8):e66538.
doi: 10.7759/cureus.66538. eCollection 2024 Aug.

The Effects of Implementing Gamification in the Hepatology Curriculum for Medical Students

Chelsea Edirisuriya  1 , Jason Goldenberg  1 , Zachary Breslin  2 , Anita Wilson  3 , Steven Herrine  4 , Christina Tofani  5 , Danielle Tholey  4
Affiliations

The Effects of Implementing Gamification in the Hepatology Curriculum for Medical Students

Chelsea Edirisuriya et al. Cureus. .

Abstract

Background Gamification, the incorporation of game theory into the curriculum, has been correlated with improved knowledge retention compared to standard didactics. Objective To determine the impact of gamified hepatology modules on medical student knowledge retention and exam performance. Methods We created three web-based, gamified hepatology modules with 15-question pre- and post-tests. Differences in each module's pre- and post-test scores were compared using paired t-tests. Medical school exam scores (total score and hepatology-specific score) in module users versus non-users were compared using independent two-sample t-tests. Results Module completion yielded significant increases in pre- to post-test scores for the jaundice (p=0.002) and anatomy modules (p<0.001). Module users scored 1.2 points higher on the total exam score (p=0.4) and 2 points higher on the hepatology exam score (p=0.31). Post-module survey results revealed higher knowledge retention in hepatology topics, expanded interest in hepatology, and an increased inclination to use web-based learning platforms for future learning experiences. Conclusion Module use led to improved post-test scores in the modules. Module users also had higher hepatology exam and total exam scores, yet, this difference was not statistically significant. Overall, this study suggests that gamification may be beneficial in aiding hepatology knowledge recall.

Keywords: gamification technique; hepatology; medical education curriculum; medical student; online medical education.

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Conflict of interest statement

Human subjects: Consent was obtained or waived by all participants in this study. Thomas Jefferson University, Office of Human Research issued approval 00002109. Animal subjects: All authors have confirmed that this study did not involve animal subjects or tissue. Conflicts of interest: In compliance with the ICMJE uniform disclosure form, all authors declare the following: Payment/services info: All authors have declared that no financial support was received from any organization for the submitted work. Financial relationships: All authors have declared that they have no financial relationships at present or within the previous three years with any organizations that might have an interest in the submitted work. Other relationships: All authors have declared that there are no other relationships or activities that could appear to have influenced the submitted work.

Figures

Figure 1
Figure 1. Pre vs. post module test scores of individual modules and all three modules combined.
Figure 2
Figure 2. Medical student interest level in hepatology demonstrated in post-module survey.
Figure 3
Figure 3. Five-point Likert scale responses of students evaluating effectiveness of web-based modules.
Figure 4
Figure 4. Other medical education resources utilized by medical students.
Figure 5
Figure 5. Medical student interest in gamification demonstrated in post-module survey.
See this image and copyright information in PMC

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