1
|
Delage C, Palayer M, Lerouet D, Besson VC. "Pharmacotrophy": a playful tournament for game- and team-based learning in pharmacology education - assessing its impact on students' performance. BMC MEDICAL EDUCATION 2024; 24:219. [PMID: 38429772 PMCID: PMC10908103 DOI: 10.1186/s12909-024-05157-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Subscribe] [Scholar Register] [Received: 08/05/2023] [Accepted: 02/09/2024] [Indexed: 03/03/2024]
Abstract
BACKGROUND At the Faculty of Pharmacy of Paris, we conducted a pharmacology tournament in 2021 and 2022, named "Pharmacotrophy", to offer a game-, team- and competitive-based learning innovation based on fun and challenge. This article aims to (1) provide a detailed overview of the organisation of "Pharmacotrophy," (2) present and compare feedback from both students and teachers, and (3) assess the impact of student participation on their exam marks. METHODS "Pharmacotrophy" took place in 2021 and 2022 over a two-week period at the beginning of the exam revision phase. It involved a combination of remote matches using the online quiz creation tool Kahoot!® and in-person matches. Teams, consisting of three students from the 4th or 5th year, participated in several selection rounds leading up to the final match. The questions covered various topics from the pharmacology curriculum. Using an anonymous online survey, we collected the feedback from students and teacher regarding the organisation of the tournament and the interest and difficulty of the different type of questions. We retrospectively compared the exam marks of 4th year students who took part in "Pharmacotrophy" (n2021 = 19 and n2022 = 20) with those of the rest of the 4th year (n2021 = 315-320 and n2022 = 279-281), both in the year before "Pharmacotrophy" and just after the tournament. RESULTS Students highlighted the educational benefits of team-based and game-based learning. This novel approach positively and constructively motivated students to review pharmacology. Additionally, students appreciated the establishment of a trust-based relationship with their teachers. All students had a similar pharmacology level based on their exam results in the year before "Pharmacotrophy." After the tournament, participants had marks 20.1% higher in pharmacology questions compared to non-participants (p = 0.02), while they had comparable overall levels, as evidenced by their final grade averages and marks in non-pharmacology questions. Moreover, participants who advanced further in the competition achieved higher marks in pharmacology questions compared to those who were eliminated early in the tournament. CONCLUSION The implementation of "Pharmacotrophy" provided students with an enjoyable way to review pharmacology coursework and revived the interest in pharmacology for some. Specifically, participating in "Pharmacotrophy" led to an increase in pharmacology marks for students who were not among the top performers in the class or did not excel in pharmacology in the previous year. This study quantified the pedagogical value of this innovative curriculum in terms of knowledge acquisition.
Collapse
Affiliation(s)
- Clément Delage
- Université Paris Cité, Inserm, Optimisation Thérapeutique en Neuropsychopharmacologie, F-75006, Paris, France.
- Service de Pharmacie, AP-HP, Hôpital Lariboisière-Fernand Widal, F-75010, Paris, France.
- Unité Pédagogique de Pharmacologie, Faculté de Pharmacie de Paris, Université Paris Cité, F-75006, Paris, France.
| | - Maeva Palayer
- Université Paris Cité, Inserm, Optimisation Thérapeutique en Neuropsychopharmacologie, F-75006, Paris, France
- Unité Pédagogique de Pharmacologie, Faculté de Pharmacie de Paris, Université Paris Cité, F-75006, Paris, France
| | - Dominique Lerouet
- Université Paris Cité, Inserm, Optimisation Thérapeutique en Neuropsychopharmacologie, F-75006, Paris, France
- Unité Pédagogique de Pharmacologie, Faculté de Pharmacie de Paris, Université Paris Cité, F-75006, Paris, France
| | - Valérie C Besson
- Université Paris Cité, Inserm, Optimisation Thérapeutique en Neuropsychopharmacologie, F-75006, Paris, France
- Unité Pédagogique de Pharmacologie, Faculté de Pharmacie de Paris, Université Paris Cité, F-75006, Paris, France
| |
Collapse
|
2
|
Muacevic A, Adler JR, Faheem F, Bhatti D, Kalia JS. Medical Education 4.0: A Neurology Perspective. Cureus 2022; 14:e31668. [PMID: 36545165 PMCID: PMC9762427 DOI: 10.7759/cureus.31668] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/19/2022] [Indexed: 11/21/2022] Open
Abstract
Medical education faces a difficult challenge today; an exponential increase in knowledge and the rise and rise of disruptive technologies are making traditional education obsolete. As the world nears the era of Industry and Healthcare 4.0, the medical community needs to keep up and prepare physicians for a hyper-connected digital world. Virtual neurological care is poised to be at the forefront of care delivery claims, yet the virtual communication of neurological knowledge is still in its infancy. This increasing digitalization of care and education is both an opportunity and a challenge. With this paper, the authors aim to bridge the gap between technology and neurological education. After a thorough review of recent literature and assessing current trends, the authors propose that contemporary medical education must adhere to the following tenets: Hybrid, Mobile, Mixed-reality, Open Access, Collaborative, Peer-reviewed, Intelligent, Game-based, and Global. We identify and align education objectives with the needs of future digital neurologists. The authors also discuss real-world advances that are aligned to serve the next generation of patients and providers.
Collapse
|
3
|
Teaching Disaster Evacuation Management Education to Nursing Students Using Virtual Reality Mobile Game-Based Learning. Comput Inform Nurs 2022; 40:705-710. [PMID: 35485942 DOI: 10.1097/cin.0000000000000856] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/05/2023]
Abstract
The purpose of this study was to explore the effectiveness of a virtual reality mobile game-based application for teaching disaster evacuation management education to nursing students. A pre-test, post-test, and final-test study design was used to compare traditional lecture group and game group instructional knowledge delivery effectiveness and instructional mode satisfaction. The statistical comparison of pre-test and post-test knowledge and decision-making scores did not reveal significant group differences for short-term improvement (P ≥ .05); however, final test scores revealed that the virtual reality mobile game-based application group had significantly higher knowledge and decision-making retention scores compared with the traditional lecture group (P = .000). The game group also had significantly higher instructional mode satisfaction scores for course interest and cooperation with others (P < .05). The virtual reality mobile game-based application was more effective for teaching nursing students about disaster evacuation management educational training than lecture instruction. The greater satisfaction expressed by nursing students when using this instructional mode suggests that it may better facilitate self-initiated lifelong disaster evacuation learning behaviors.
Collapse
|
4
|
Zeidan S, Baltaze S, Garcin B, de Liège A, Doridam J, Josse L, Degos B. The "Neurospeed" game: a fun tool to learn the neurological semiology. BMC MEDICAL EDUCATION 2022; 22:224. [PMID: 35361216 PMCID: PMC8970646 DOI: 10.1186/s12909-022-03316-8] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/26/2021] [Accepted: 03/11/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND Neurological semiology is often considered by medical students as particularly difficult to learn. Finding alternative teaching methods may improve students' motivation and understanding of this field. METHODS We developed the "Neurospeed", a game to learn neurological syndromes. We assessed its efficiency on short-term learning of neurological syndromes in third-year medical students, through Multiple Choice Questions (MCQs) before and after the game session. Students' satisfaction was evaluated by a satisfaction survey. RESULTS Out of the 199 third-year medical students of the Faculty of Medicine Sorbonne Paris Nord, 180 attended the Neurospeed in December 2020, and 148 answered 20 Multiple Choice Questions before and after the game, with significant improvement of their score (p < 0.001). Most of the participants agreed that the game was playful, stimulating, and helpful to learn neurological semiology. CONCLUSIONS Overall, our results show that the Neurospeed game is an interesting tool as a complement to traditional lectures. Further studies are necessary to compare the efficacy of different types of serious games on short-term and long-term learning of neurological semiology.
Collapse
Affiliation(s)
- Sinead Zeidan
- Neurology Department, APHP, Hôpital Avicenne, Hôpitaux Universitaires de Paris - Seine Saint Denis, Sorbonne Paris Nord, Bobigny, France
| | - Solenne Baltaze
- Medicine Department, UFR SMBH, Sorbonne Paris Nord, Bobigny, France
| | - Béatrice Garcin
- Neurology Department, APHP, Hôpital Avicenne, Hôpitaux Universitaires de Paris - Seine Saint Denis, Sorbonne Paris Nord, Bobigny, France
| | - Astrid de Liège
- Neurology Department, APHP, Hôpital Avicenne, Hôpitaux Universitaires de Paris - Seine Saint Denis, Sorbonne Paris Nord, Bobigny, France
| | - Jennifer Doridam
- Neurology Department, APHP, Hôpital Avicenne, Hôpitaux Universitaires de Paris - Seine Saint Denis, Sorbonne Paris Nord, Bobigny, France
| | - Laure Josse
- Healthcare Simulation Center, UFR SMBH, Sorbonne Paris Nord, Bobigny, France
| | - Bertrand Degos
- Neurology Department, APHP, Hôpital Avicenne, Hôpitaux Universitaires de Paris - Seine Saint Denis, Sorbonne Paris Nord, Bobigny, France.
- Center for Interdisciplinary Research in Biology, Collège de France, CNRS UMR7241/INSERM U1050, Université PSL, Paris, France.
| |
Collapse
|
5
|
Sandrone S, Carlson C. Gamification and game-based education in neurology and neuroscience: Applications, challenges, and opportunities. BRAIN DISORDERS 2021. [DOI: 10.1016/j.dscb.2021.100008] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/25/2022] Open
|
6
|
Montrezor LH. Lectures and collaborative working improves the performance of medical students. ADVANCES IN PHYSIOLOGY EDUCATION 2021; 45:18-23. [PMID: 33439785 DOI: 10.1152/advan.00121.2020] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/23/2020] [Revised: 10/21/2020] [Accepted: 10/28/2020] [Indexed: 06/12/2023]
Abstract
The teaching-learning process is complex and requires continuous research and dedication. Research has been important to prove that student achievement can improve when active methodologies are properly implemented, either in isolation or integrated with a short lecture. The purpose of this work was to evaluate the performance and perception of first-year medical students subjected to a protocol involving the integration of a short lecture and collaborative compilation of portfolios on the topic of digestive physiology. After the lectures and elaboration of the portfolios, the students completed two tests: cognitive monitoring test (CMT) and integrative cognitive test (ICT), and then, they gave their opinions of the strategy. For CMT, the percentage of grade exceeding 7.0 was higher for the group who performed the portfolio activity, compared with the group who did not undertake the activity, and there was a lower percentage of incorrect answers among the portfolio group students, compared with the group that did not perform the activity. For ICT, the percentage of grades exceeding 7.0 was higher for the students who used the portfolio, compared with those who did not perform the activity, and there was also a reduction in incorrect answers among students who performed the portfolio activity, compared with those who did not perform the activity. The combination of short lectures and collaborative group work using a portfolio improved the grades obtained for digestive physiology. Most of the students believed that the collaborative work contributed to their learning about digestive physiology. In addition, most of them were comfortable working in their groups and did not feel dominated by other group members.
Collapse
Affiliation(s)
- Luís Henrique Montrezor
- Department of Biological Science and Health-Biotechnology and Medicine, University of Araraquara (UNIARA), Araraquara, São Paulo, Brazil; Medicinal Chemistry and Regenerative Medicine Group, UNIARA, Araraquara, São Paulo, Brazil; and Undergraduate Education Committee, Brazilian Society of Physiology
| |
Collapse
|
7
|
Clément A, Delage R, Chollier M, Josse L, Gaudry S, Zahar JR, Baubet T, Degos B. Prospective study on a fast-track training in psychiatry for medical students: the psychiatric hat game. BMC MEDICAL EDUCATION 2020; 20:373. [PMID: 33076891 PMCID: PMC7574431 DOI: 10.1186/s12909-020-02304-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/18/2020] [Accepted: 10/10/2020] [Indexed: 05/16/2023]
Abstract
BACKGROUND While medical students are losing interest in lectures in favor of other educational materials, many studies suggest the benefit of active learning, combined with gamified educational tools. The authors developed a psychiatric adaptation of the « Hat Game ». It was hypothesised that this game would increase both knowledge and motivation in medical students toward psychiatric semiology. The aim of the study was to assess the benefit of a Psychiatric Hat Game session for learning psychiatric symptoms in third-year medical students. Student performance was also evaluated at 3 months. METHODS This gamified fast-track training consists of two teams and each team has to guess as many psychiatric semiology terms as possible using different techniques (i.e. speech, mime). The study involved a pre- and post-evaluation of knowledge (Multiple Choice Questions) and a satisfaction survey. Baseline, post-immediate, and three-months scores were compared by using Friedman analysis for paired samples. Comparisons of mean scores at two different times were performed by using Wilcoxon test for paired samples. RESULTS One hundred and sixty-six students were proposed to take part in the study. Among them 129 completed the whole program (response rate = 77.7%). Mean scores measured at the three points in time were significantly different (p < 0.001, N = 129). Knowledge mean scores were significantly higher after the game than before (+ 28.6%, p < 0.001). Improvement was maintained 3 months after the game (+ 18.9%, p < 0.001). Satisfaction survey items highlighted that students enjoyed and would recommend this type of gamified training. CONCLUSIONS The Psychiatric Hat Game improved knowledge of psychiatric semiology in medical students. Results suggest that it is a promising and efficient tool to playfully teach medical semiology, with transferable features, utility and acceptability from one medical field to another. This study contributes to the growing body of knowledge advocating for serious games and gamified training in medical education.
Collapse
Affiliation(s)
- Anthony Clément
- Neurology Unit, AP-HP, Avicenne University Hospital, Sorbonne Paris Nord, Bobigny, France
- GHU Paris Psychiatrie et Neurosciences, Psychiatry Unit 75G05, Henri Ey Hospital, Paris, France
| | - Raphaël Delage
- Department of Infant, Child and Adolescent Psychiatry, AP-HP, Avicenne University Hospital, Sorbonne Paris Nord, Bobigny, France
| | - Marie Chollier
- Department of Infant, Child and Adolescent Psychiatry, AP-HP, Avicenne University Hospital, Sorbonne Paris Nord, Bobigny, France
- Social and Political Science Department, University of Chester, Chester, UK
| | - Laure Josse
- Healthcare simulation center, UFR SMBH, Sorbonne Paris Nord, Bobigny, France
| | - Stéphane Gaudry
- Service de Réanimation Médico-Chirurgicale, AP-HP, Avicenne University Hospital, Sorbonne Paris Nord, Bobigny, France
| | - Jean-Ralph Zahar
- IAME, UMR 1137, Sorbonne Paris Nord, Paris, France
- Service de Microbiologie Clinique et Unité de Contrôle et de Prévention Du Risque Infectieux, AP-HP, Avicenne University Hospital, Sorbonne Paris Nord, Bobigny, France
| | - Thierry Baubet
- GHU Paris Psychiatrie et Neurosciences, Psychiatry Unit 75G05, Henri Ey Hospital, Paris, France
- Université Paris-Saclay, Paris-Sud University, UVSQ, CESP, INSERM, Villejuif, France
| | - Bertrand Degos
- Neurology Unit, AP-HP, Avicenne University Hospital, Sorbonne Paris Nord, Bobigny, France.
- Center for Interdisciplinary Research in Biology, Collège de France, CNRS UMR7241/INSERM U1050, Université PSL, Paris, France.
| |
Collapse
|