Gamification ofMedicalEducationChanJia Min1 Ang Eng Tat1Vik Gopal 2 NgLiShia 3

DepartmentofAnatomy,YongLooLinSchoolofMedicine1DepartmentofStatisticsandAppliedProbability,NationalUniversityofSingapore2

DepartmentofOtolaryngology,NationalUniversityHospital3

INTRODUCTIONWhat is this project about:We want to create a Medical education system that encourages activeparticipation in class for a fun learning environment.

Objective: This study aims to encourage students to do Self-DirectedLearning, through the use of interventions. In particular, gamification tocreate a relaxed environment for an effective and enjoyable learningexperience.

Hypothesis: Interventions will increase students’ MOTIVATION to do SELFDIRECTED LEARNING.

MATERIALSANDMETHODS

RESULTSforPRO-SDL

2.1Group1analysis

2.2Group2analysis

DISCUSSIONANDSUMMARY

LIMITATIONSANDFUTUREDIRECTIONSDue to time constraints, group 3 results are still in process of being analysed, which will be incorporated into the thesis after thisposter presentation.Hopefully these interventions can be targeted across medical education in NUS in the future, if further analysis can prove

increased motivation for self-directed learning among students.

1.Cronbach Alphatestsforinternalconsistency

CONCLUSIONRESULTSOFFEEDBACK

1)PROSDL (4 domains, 25 qns)Cronbach alpha value=0.88>0.7à PRO-SDL surveys are valid

2)MOTIVATION( 1 domain, 7 qns)Cronbach alpha value=0.704>0.7 à MOTIVATION levels are valid

Consentform

Pre-surveyPROSDL

INTERVENTIONS Post-surveyPROSDLFeedbackformCAresults

QQ plot for within grp 1 p=0.007<0.05. significantànon normal distributionànon parametric tests

Descriptive Statistics

N

Percentiles

25th 50th (Median) 75th

PRE 15 27.0000 29.0000 30.0000

POST 15 26.0000 30.0000 31.0000

Wilcoxon signed rank test for grp1 p=0.1325>0.05ànot significant. There is no significant increase in motivation level from pre to post.

Grp 1 scatterplot Higher distribution on the left side of the y=x lineà higher scores for post

Grp 2 boxplot to show MEDIAN of post-pre difference

QQ plot for within grp 2 p<0.001<0.05. significantànon normal distributionànon parametric tests

SELFDIRECTEDLEARNING

2.Analysisprocess

Wilcoxon signed rank test for grp 2 p=0.317>0.05ànot significant. There is no significant increase in motivation level from pre to post.

Descriptive Statistics

N

Percentiles

25th 50th (Median) 75th

PRE 23 27.0000 28.0000 32.0000

POST 23 25.0000 28.0000 32.0000

Grp 2 scatterplot Higher distribution on the right side of the y=x lineà higher scores for pre

Grp 1 boxplot to show MEDIAN of post-pre difference

2.3Group1and2analysisQQ plot for across groups 1and 2 p=0.008<0.05. significantànonnormal distributionànon parametric tests

CARESULTS

Mann Whitney test for groups 1 and 2 p=0.314>0.05ànot significant. There is no significant difference in motivation levels between groups 1 and 2

motivation group N Median

1 15 .0000

2 23 .0000

Total 38 .0000

Quotes from students:“I thought the games really made class participation more enjoyable and motivated me to revise beforehand so I could contribute.”“Introduction of “games” and “fun” into tutorial sessions create a more relaxed environment, enabling more lively and honest discussions to take place.”“The student presentations were particularly useful for me and motivated me to find out more about the segment I was presenting on. This is due to the fact that I wanted to give a good and useful presentation for my classmates.” “The student presentations were useful both in self- directed learning and learning from my peers.” , “Lessons were very interactive”

-There were inconclusive evidence that our intervention works, based on the analysis of the PRO-SDL survey results . It could be due to the fact that the participants were already very motivated to begin with.-Nonetheless, participants enjoyed the process based on the feedback, and we have garnered mostly positive feedback.-CA results of participants performed better than cohort.

Even though there were inconclusive evidence onincreasing motivation among our participants based on ourhypothesis, we have successfully created a medicaleducation system that encourages active participation inclass for a fun learning environment.

15

23

22

60

CONSENTFORM

PROSDLSURVEYS

GAMES

FLIPPEDCLASSROOM

INCENTIVES

FEEDBACK

CONSENTFORMMOBILEAPPS

PROSDLSURVEYS

GAMES

FLIPPEDCLASSROOM

INCENTIVES

FEEDBACK

GAMESMOBILEAPPS

PROSDLSURVEYSSCT

FLIPPEDCLASSROOM

PROSDLSURVEYS

INCENTIVES

FEEDBACK

ExampleoftheSCTLegend-2:muchlesslikely-1:lesslikely0:neithermorenorlesslikely+1:morelikely+2:muchmorelikelyClinicalscenarioA:A54-year-oldman,historyofdiabetes,ex-smoker,presentswithanecklump.

Ifyouwerethinkingof…

Andthenyoufindthat…

Thishypothesisbecomes…

1.Thyroidlump Fineneedleaspirationcytologyshowsoncocyticcellswithoutatypia,withbackgroundoflymphocytes.

-2 -1 0 1 2

2.Parotidlump Thelumpinfoundinthemidline.

-2 -1 0 1 2

3.Lipoma Thelumpisattachedtotheskinandnotverymobile.

-2 -1 0 1 2