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. 2025 Jul 1;25(1):958.
doi: 10.1186/s12909-025-07523-x.

Enhancing radiographic interpretation: effects of gamification on medical students' knowledge, skills, and satisfaction - a quasi-experimental study

Zahra Karimian  1 , Mohammad Momeni  2 , Nahid Zarifsanaiey  3
Affiliations

Enhancing radiographic interpretation: effects of gamification on medical students' knowledge, skills, and satisfaction - a quasi-experimental study

Zahra Karimian et al. BMC Med Educ. .

Abstract

Background: Interpreting radiographs is a complex task due to the diverse pathologies that can affect their appearance, leading to difficulties and ambiguities in interpretation. It is crucial to employ engaging and effective educational methods for medical students. This study focuses on designing, implementing, and evaluating a gamification approach to enhance radiographic interpretation skills among medical students.

Methods: The research utilized a Quazi-experimental design involving 82 fifth-year medical students enrolled in a radiographic interpretation course during the 2022-2023 years. Participants were divided into two groups of received internship in a routine method (In-person rotation) and gamified approach training (In-person rotation + Gamification). Students engaged in a competitive gamified environment with a total of 200 clinical cases. Three assessment instruments were used: 80 multiple-choice questions (MCQs), 10 scenario-based cases in an Objective Structured Clinical Examination (OSCE), and a 21-item Technology Acceptance Model (TAM) questionnaire to evaluate student satisfaction. Data analysis was conducted using paired t-tests, independent t-tests, and one-sample t-tests with SPSS version 24.

Results: The comparison of knowledge scores between post-tests and pre-tests indicated significant differences for both routine method (In-person rotation) (P < 0.001) and the gamification approach (P < 0.001). However, when comparing post-test scores between the two groups, the results revealed that the gamification method was significantly more effective than In-person rotation (P < 0.001). Additionally, the acceptance of technology, as measured by student satisfaction in the gamified education group, exceeded the cutoff average across all components.

Conclusion: The study's findings demonstrate that gamified method effectively enhances knowledge, skill, and student satisfaction. Implementing this approach in educational settings can lead to significant benefits, creating a more engaging and interactive learning experience that improves academic outcomes and increases student motivation and enjoyment.

Keywords: Clinical Education; E-learning; Gamification; Medical education; Online learning; Radiographic interpretation; Radiology.

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Conflict of interest statement

Declarations. Ethics approval and consent to participate: All participants were made aware of the research's purpose and provided written informed consent to take part in the study. The questionnaires were distributed and collected anonymously to protect the privacy of participants. This research adhered to the scientific and ethical guidelines set forth by the Research Vice-Chancellor of Shiraz University of Medical Sciences. Additionally, it received approval from the Ethics Committee in Biomedical Research at Shiraz University of Medical Sciences, under the code IR.SUMS.REC.1401.570. Consent for publication: Not applicable. Competing interests: The authors declare no competing interests.

Figures

Fig. 1
Fig. 1
CONSORT flowchart and participant assignment to intervention and control groups
Fig. 2
Fig. 2
Schematic representation of research stages
Fig. 3
Fig. 3
Comparison of skill scores in ten sections of OSCE in routine and gamification groups
Fig. 4
Fig. 4
Satisfaction dimensions based on TAM questionnaire in gamification groups
See this image and copyright information in PMC

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