Gamificationof Medical Education · Grp1 boxplot to show MEDIAN of post-pre difference 2.3 Group 1...
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Gamification of Medical Education Chan Jia Min 1 Ang Eng Tat 1 Vik Gopal 2 Ng Li Shia 3 Department of Anatomy, Yong Loo Lin School of Medicine 1 Department of Statistics and Applied Probability , National University of Singapore 2 Department of Otolaryngology, National University Hospital 3 INTRODUCTION What is this project about: We want to create a Medical education system that encourages active participation in class for a fun learning environment. Objective: This study aims to encourage students to do Self-Directed Learning, through the use of interventions. In particular, gamification to create a relaxed environment for an effective and enjoyable learning experience. Hypothesis: Interventions will increase students’ MOTIVATION to do SELF DIRECTED LEARNING. MATERIALS AND METHODS RESULTS for PRO-SDL 2.1 Group 1 analysis 2.2 Group 2 analysis DISCUSSION AND SUMMARY LIMITATIONS AND FUTURE DIRECTIONS Due to time constraints, group 3 results are still in process of being analysed, which will be incorporated into the thesis after this poster 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 Alpha tests for internal consistency CONCLUSION RESULTS OF FEEDBACK 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 Consent form Pre-survey PRO SDL INTERVENTIONS Post-survey PROSDL Feedback form CA results 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 SELF DIRECTED LEARNING 2. Analysis process 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 2.3 Group 1 and 2 analysis QQ plot for across groups 1and 2 p=0.008<0.05. significantànon normal distributionànon parametric tests CA RESULTS 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 on increasing motivation among our participants based on our hypothesis, we have successfully created a medical education system that encourages active participation in class for a fun learning environment. 15 23 22 60 CONSENT FORM PRO SDL SURVEYS GAMES FLIPPED CLASSROOM INCENTIVES FEEDBACK CONSENT FORM MOBILE APPS PRO SDL SURVEYS GAMES FLIPPED CLASSROOM INCENTIVES FEEDBACK GAMES MOBILE APPS PRO SDL SURVEYS SCT FLIPPED CLASSROOM PRO SDL SURVEYS INCENTIVES FEEDBACK Example of the SCT Legend -2: much less likely -1: less likely 0: neither more nor less likely +1: more likely +2: much more likely Clinical scenario A: A 54-year-old man, history of diabetes, ex-smoker, presents with a neck lump. If you were thinking of… And then you find that… This hypothesis becomes… 1. Thyroid lump Fine needle aspiration cytology shows oncocytic cells without atypia, with background of lymphocytes. -2 -1 0 1 2 2. Parotid lump The lump in found in the midline. -2 -1 0 1 2 3. Lipoma The lump is attached to the skin and not very mobile. -2 -1 0 1 2
Transcript of Gamificationof Medical Education · Grp1 boxplot to show MEDIAN of post-pre difference 2.3 Group 1...
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.
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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
