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Dong SW, Walker J, Nematollahi S, Nolan NS, Ryder JH. The ID Digital Institute: Building a digital education toolset and community. Transpl Infect Dis 2024; 26:e14297. [PMID: 38884941 DOI: 10.1111/tid.14297] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/30/2024] [Accepted: 05/03/2024] [Indexed: 06/18/2024]
Abstract
Organic digital education (ODE) includes online medical education content that can take various forms, such as blogs, social media, videos, podcasts, or infographics. Multimedia ODE platforms have unique benefits and have quickly become an essential part of medical education. Modern medical educators with competency in digital teaching modalities can leverage these for teaching as well as career development and dissemination of scientific research. The ID Digital Institute is a digital education program with a curriculum designed to equip infectious diseases (ID) professionals with the skills to appraise, create, curate, and integrate ODE into their teaching and career. We share the structure, content, and lessons learned from the ID Digital Institute program. We also illustrate how digital education skills can present unique opportunities to align with current and future transplant and immunocompromised host infectious diseases education efforts.
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Affiliation(s)
- Sara W Dong
- Division of Infectious Diseases, Departments of Medicine and Pediatrics, Emory University School of Medicine & Children's Healthcare of Atlanta, Atlanta, Georgia, USA
| | - Jeremey Walker
- Division of Infectious Diseases, University of Alabama at Birmingham, Birmingham, Alabama, USA
| | - Saman Nematollahi
- Division of Infectious Diseases, Department of Medicine, University of Arizona College of Medicine, Tucson, Arizona, USA
| | | | - Jonathan H Ryder
- Division of Infectious Diseases, Department of Internal Medicine, University of Nebraska Medical Center, Omaha, Nebraska, USA
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Do M, Sanford K, Roseff S, Hovaguimian A, Besche H, Fischer K. Gamified versus non-gamified online educational modules for teaching clinical laboratory medicine to first-year medical students at a large allopathic medical school in the United States. BMC MEDICAL EDUCATION 2023; 23:959. [PMID: 38098014 PMCID: PMC10720092 DOI: 10.1186/s12909-023-04951-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/16/2023] [Accepted: 12/07/2023] [Indexed: 12/18/2023]
Abstract
BACKGROUND Medical educators seek innovative ways to engage learners efficiently and effectively. Gamification has been explored as one way to accomplish this feat; however, questions remain about which contexts gamification would be most useful. Time constraints and student interest present major barriers for teaching laboratory medicine to students. This study aims to compare two versions of an interactive online module, one gamified and one not, for teaching laboratory medicine concepts to pre-clinical medical students. METHODS First-year medical students reviewed either a gamified or non-gamified version of an interactive online module in preparation for an in-person flipped classroom session on Laboratory Medicine. Learning theory guided the design of the modules and both contained identical content, objectives, and structure. The "gamified" module included the additional elements of personalization, progress meters, points, badges, and story/role play. After reviewing the module, students completed an anonymous knowledge check and optional survey. RESULTS One hundred seventy-one students completed the post module knowledge check as assigned (82 gamified, 89 non-gamified). Knowledge check scores were higher for the students who reviewed the gamified module (p < 0.02), corresponding to an effect size of 0.4 for the gamified module. Eighty-one students completed optional post-module surveys (46 gamified, 35 non-gamified). Instructional efficiency was calculated using task difficulty questions and knowledge check scores, and the resulting instructional efficiency was higher for the gamified module. There was no significant difference in the student-reported time required to complete the modules. Additionally, both versions of the module were well received and led to positive ratings related to motivation and confidence. Finally, examination of open-ended survey results suggested that the addition of game elements added value to the gamified module and enhanced engagement and enjoyment. CONCLUSIONS In this setting, the addition of gamification to an interactive online module enhanced learning outcome, instructional efficiency, student engagement and enjoyment. These results should inspire further exploration of gamification for teaching Laboratory Medicine concepts to pre-clinical medical students.
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Affiliation(s)
- Marie Do
- Department of Pathology, Virginia Commonwealth University, 1101 E. Marshall Street, Box 980662, Richmond, VA, 23298, USA.
| | - Kimberly Sanford
- Department of Pathology, Virginia Commonwealth University, 1101 E. Marshall Street, Box 980662, Richmond, VA, 23298, USA
| | - Susan Roseff
- Department of Pathology, Virginia Commonwealth University, 1101 E. Marshall Street, Box 980662, Richmond, VA, 23298, USA
| | - Alexandra Hovaguimian
- Department of Neurology, Beth Israel Deaconess Medical Center (BIDMC), 330 Brookline Avenue, Shapiro 8, Boston, MA, 02215, USA
| | - Henrike Besche
- Harvard Medical School, 260 Longwood Avenue TMEC368, Boston, MA, 02115, USA
| | - Krisztina Fischer
- Department of Radiology, Brigham and Women's Hospital, Harvard Medical School, 260 Longwood Ave, Rm 160, Boston, MA, 02115, USA
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Hubner BA, Walker J. Developing Medical Students as Educators: A Course Applying Teaching and Learning Theory to Question Writing. MEDICAL SCIENCE EDUCATOR 2023; 33:1455-1457. [PMID: 38188412 PMCID: PMC10767081 DOI: 10.1007/s40670-023-01910-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 09/28/2023] [Indexed: 01/09/2024]
Abstract
There is a need for formal students-as-teachers education with authentic application. We report on a course that teaches and models effective educational theory. Students applied theory by writing questions with answer explanations which were incorporated into an online educational platform used by first-year medical students.
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Affiliation(s)
- Brook A. Hubner
- Department of Medical Education, University of Alabama at Birmingham Marnix E. Heersink School of Medicine, Birmingham, AL USA
| | - Jeremey Walker
- Department of Medicine, University of Alabama at Birmingham Marnix E. Heersink School of Medicine, Birmingham, AL USA
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Mobley A, Chandora A, Woodard S. The impact of gamification and potential of kaizen in radiology education. Clin Imaging 2023; 103:109990. [PMID: 37806099 DOI: 10.1016/j.clinimag.2023.109990] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/26/2023] [Revised: 09/16/2023] [Accepted: 09/19/2023] [Indexed: 10/10/2023]
Abstract
Gamification is an emerging tool in medical education that has been increasingly adopted in the field of radiology. The purpose of this non-systematic review is to explore the use of gamification in medical education with a particular focus on new generations of learners and radiology education. This manuscript begins by examining the effectiveness of gamification in improving learning outcomes in medicine and radiology. Future research recommendations and the potential impact of gamification on new learners are discussed. Finally, this review provides insight into a gaming platform, Kaizen, as a promising approach to enhance education by improving motivation and increasing interest in radiology knowledge.
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Affiliation(s)
- Alisa Mobley
- The University of Alabama at Birmingham Marnix E, Heersink School of Medicine, 1670 University Blvd, Birmingham, AL 35233, USA
| | - Agni Chandora
- Department of Radiologym, Emory University, 1364 Clifton Rd, Atlanta, GA 30322, USA
| | - Stefanie Woodard
- Department of Radiology, The University of Alabama at Birmingham, 1802 6th Avenue South, Birmingham, AL 35233, USA.
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May JE, Anderson E, Clark D, Hull J. Gamification in Biomedical Science Education: The Successful Implementation of Resimion, a Scenario-Based Learning Tool. Br J Biomed Sci 2023; 80:11756. [PMID: 37849690 PMCID: PMC10577182 DOI: 10.3389/bjbs.2023.11756] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2023] [Accepted: 09/15/2023] [Indexed: 10/19/2023]
Abstract
Introduction: Scenario-based learning and gamification have many advantages in comparison to traditional didactic teaching methods, including development of many higher-level skills such as analysis and evaluation. It is hoped that these simulations provide a real-world experience in a format accessible to students. Integration of these tools into teaching excelled during the COVID-19 pandemic, an event that completely changed education and initiated the greatest advancement in digital learning to date. We discuss our experiences using Resimion, a novel scenario-based learning tool that was adapted to biomedical science, both for teaching and assessment. Methods: Our cohort included 769 students studying BSc(Hons) Biomedical Science at the University of the West of England from 2020 to 2023. Data was obtained from assessments within four different modules, two at FHEQ level 5 and two at level 6. Students were grouped based on reasonable adjustment (RA) status, including physical issues, specific learning differences and neurodiversity, with differences between student groups and assessment types analysed by ANOVA. Results: Data clearly demonstrate good engagement from students utilising Resimion software, representing 18,436 student interactions in total, across both assessed and non-assessed activities. RAs of any type did not alter submission rates (p = 0.53) or student outcome in any of the assessment types analysed. However, submission rates for Resimion assessments were notably higher than for other assessment types (p = 0.002). Whist outcomes were not significantly different, students with RAs did take significantly longer to complete the Haematology and Transfusion assessments (p = 0.0012). Specifically, neurodiverse students and those with specific learning differences used on average 81% of their allocated time, students with other RAs used 76%, whereas students without RAs used just 56% (p ≤ 0.0001), highlighting the appropriate adjustment of extra time provided for these students. It was further observed that 1.3% of Resimion activities undertaken by students utilised the in-built inclusivity features in the software. Both students with known RAs, and those without, utilised these features, therefore also aiding students without a formal diagnosis. Conclusion: The scenario-based learning tool Resimion was successfully integrated into the teaching of biomedical science and provided an engaging platform for students, with comparable results to other traditional assessment types.
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Affiliation(s)
- Jennifer E. May
- Faculty of Health and Life Sciences, University of the West of England, Bristol, United Kingdom
| | - Elizabeth Anderson
- Faculty of Health and Life Sciences, University of the West of England, Bristol, United Kingdom
| | - Dan Clark
- Resimion Ltd., Bristol, United Kingdom
| | - Jonathon Hull
- Faculty of Health and Life Sciences, University of the West of England, Bristol, United Kingdom
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Thesen T, Bahner I, Belovich AN, Bonaminio G, Brenneman A, Brooks WS, Chinn C, El-Sawi N, Habal S, Haight M, Haudek SB, Ikonne U, McAuley RJ, McKell D, Rowe R, Taylor TAH. Not Just Fun and Games: Game-Based Learning in Health Professions Education. MEDICAL SCIENCE EDUCATOR 2023; 33:1301-1306. [PMID: 37886278 PMCID: PMC10597927 DOI: 10.1007/s40670-023-01859-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 08/10/2023] [Indexed: 10/28/2023]
Affiliation(s)
- Thomas Thesen
- Geisel School of Medicine, Dartmouth College, Hanover, NH USA
| | - Ingrid Bahner
- Morsani College of Medicine, University of South Florida, Tampa, FL USA
| | | | | | | | - William S. Brooks
- University of Alabama at Birmingham Heersink School of Medicine, Birmingham, AL USA
| | - Cassie Chinn
- International Association of Medical Science Educators, Huntington, WV USA
| | - Nehad El-Sawi
- Des Moines University Medicine & Health Sciences, Des Moines, IA USA
| | - Shafik Habal
- Philadelphia College of Osteopathic Medicine, Philadelphia, PA USA
| | - Michele Haight
- Sam Houston State University College of Medicine, Huntsville, TX USA
| | | | - Uzoma Ikonne
- Eastern Virginia Medical School, Norfolk, VA USA
| | - Robert J. McAuley
- Oakland University William Beaumont School of Medicine, Auburn Hills, MI USA
| | | | - Rebecca Rowe
- University of New England College of Osteopathic Medicine, Biddeford, ME USA
| | - Tracey A. H. Taylor
- Oakland University William Beaumont School of Medicine, Auburn Hills, MI USA
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Rosa-Castillo A, García-Pañella O, Roselló-Novella A, Maestre-Gonzalez E, Pulpón-Segura A, Icart-Isern T, Solà-Pola M. The effectiveness of an Instagram-based educational game in a Bachelor of Nursing course: An experimental study. Nurse Educ Pract 2023; 70:103656. [PMID: 37201264 DOI: 10.1016/j.nepr.2023.103656] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/25/2023] [Revised: 04/18/2023] [Accepted: 04/26/2023] [Indexed: 05/20/2023]
Abstract
BACKGROUND Gamification is a novel educational method that adopts elements of games to motivate students using participatory learning. The objective of this study was to measure the effect of participation in an Instagram-based educational game on learning outcomes. METHOD Experimental design with 291 university students in a first-year course of the Bachelor of Nursing during the 2020-21 academic year. RESULTS After ruling out pretest sensitization, we identified a positive effect of participation in the educational game. An average improvement of 0.62 points was observed in the final grade of the students belonging to the experimental groups. CONCLUSION Nursing undergraduate students participating an Instagram-based educational game had better learning outcomes than their counterparts who did not participate in the game.
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Affiliation(s)
- Antonio Rosa-Castillo
- School of Nursing, Faculty of Medicine and Health Sciences, University of Barcelona, Spain.
| | | | - Alba Roselló-Novella
- School of Nursing, Faculty of Medicine and Health Sciences, University of Barcelona, Spain
| | - Elena Maestre-Gonzalez
- School of Nursing, Faculty of Medicine and Health Sciences, University of Barcelona, Spain
| | - Anna Pulpón-Segura
- School of Nursing, Faculty of Medicine and Health Sciences, University of Barcelona, Spain
| | - Teresa Icart-Isern
- School of Nursing, Faculty of Medicine and Health Sciences, University of Barcelona, Spain
| | - Montserrat Solà-Pola
- School of Nursing, Faculty of Medicine and Health Sciences, University of Barcelona, Spain
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Evans E, Zengul A, Knight A, Willig A, Cherrington A, Mehta T, Thirumalai M. My Health, My Life, My Way-An Inclusive Web-Based Self-management Program for People With Disabilities Living With Chronic Conditions: Protocol for a Multiphase Optimization Strategy Study. JMIR Res Protoc 2023; 12:e31694. [PMID: 37115620 PMCID: PMC10182470 DOI: 10.2196/31694] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/14/2022] [Revised: 02/13/2023] [Accepted: 02/16/2023] [Indexed: 04/29/2023] Open
Abstract
BACKGROUND Individuals with disabilities living with chronic health conditions require self-management programs that are accessible, sustainable, inclusive, and adaptable. Health coaching is an effective approach to promoting behavior change in self-management. Health coaching combined with telehealth technology has the potential to improve the overall quality of, and access to, health services. OBJECTIVE This protocol outlines the study design for implementing the My Health, My Life, My Way intervention. The study will assess the feasibility, acceptability, and preliminary efficacy of the intervention for people with disabilities and optimize it. METHODS The My Health, My Life, My Way study is a 4-arm randomized controlled trial evaluating the delivery of a 6-month intervention involving telecoaching, inclusive educational content, and technology access for 200 individuals with chronic conditions and physical disabilities. This study uses the engineering-inspired multiphase optimization strategy (MOST) framework to evaluate intervention components and assess whether a combination or lack of individual elements influences behavior. Participants will be randomized to 1 of 4 study arms: scheduled coaching calls and gamified rewards, no scheduled coaching calls and gamified rewards, scheduled coaching calls and flat rewards, and no scheduled coaching calls and flat rewards. RESULTS The My Health, My Life, My Way study was approved by the institutional review board of the University of Alabama at Birmingham, and recruitment and enrollment will begin in May 2023. Data analysis is expected to be completed within 6 months of ending data collection. This clinical trial protocol was developed based on the SPIRIT (Standard Protocol Items: Recommendations for Interventional Trials) 2013 statement. CONCLUSIONS The My Health, My Life, My Way study will help to optimize and improve our understanding of the feasibility and efficacy of a web-based self-management program for people with physical disabilities and chronic conditions. More specifically, My Health, My Life, My Way will determine which combination of interventions (coaching calls and gamification) will result in increased participation in self-management programming. The My Health, My Life, My Way intervention has the potential to become a scalable and novel method to successfully manage chronic conditions in people with disabilities. TRIAL REGISTRATION ClinicalTrials.gov NCT05481593; https://clinicaltrials.gov/ct2/show/NCT05481593. INTERNATIONAL REGISTERED REPORT IDENTIFIER (IRRID) PRR1-10.2196/31694.
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Affiliation(s)
- Eric Evans
- Department of Health Services Administration, School of Health Professions, University of Alabama at Birmingham, Birmingham, AL, United States
| | - Ayse Zengul
- Department of Nutrition Sciences, School of Health Professions, University of Alabama at Birmingham, Birmingham, AL, United States
| | - Amy Knight
- Department of Neurology, Heersink School of Medicine, University of Alabama at Birmingham, Birmingham, AL, United States
| | - Amanda Willig
- Division of Infectious Disease, Heersink School of Medicine, University of Alabama at Birmingham, Birmingham, AL, United States
| | - Andrea Cherrington
- Division of Preventive Medicine, Heersink School of Medicine, University of Alabama at Birmingham, Birmingham, AL, United States
| | | | - Mohanraj Thirumalai
- Department of Health Services Administration, School of Health Professions, University of Alabama at Birmingham, Birmingham, AL, United States
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Walker J, Heudebert JP, Patel M, Cleveland JD, Westfall AO, Dempsey DM, Guzman A, Zinski A, Agarwal M, Long D, Willig J, Lee R. Leveraging Technology and Gamification to Engage Learners in a Microbiology Curriculum in Undergraduate Medical Education. MEDICAL SCIENCE EDUCATOR 2022; 32:649-655. [PMID: 35531347 PMCID: PMC9066992 DOI: 10.1007/s40670-022-01552-7] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 04/12/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND Microbiology is a critical and expansive topic that many medical schools' curriculum must teach in a constrained time frame. We implemented a microbiology question bank smart phone app enhanced with game elements and clinical pearls during a microbiology course for first-year medical students. We hypothesized that these enhancements and clinical pearls would engage the students meaningfully and increase their knowledge base. METHODS Though use was optional, students' game play was recorded through the app, which was compared to test grades retrospectively. A player efficiency rating (PER) was calculated as a function of question response, accuracy, and engagement. Students were separated into tertiles of PER and median exam grades were compared using a non-parametric Kruskal-Wallis (KW) test. An anonymous satisfaction and usability feedback survey was also administered. RESULTS One hundred eighty-one of the 189 students (96%) answered at least one question, and 165 (87%) completed all 56 questions. The average PER was 84.75. We received feedback surveys from 61 (34%) students in the course, with positive responses regarding the perceived impact on learning microbiology. The KW test found a positive correlation for median exam scores of the player groups when divided into tertiles by PER (p = 0.0002). CONCLUSIONS We leveraged gamification and clinical pearls to design a supplemental microbiology question bank. We found high engagement overall and higher class exam scores associated with greater use of the question bank.
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Affiliation(s)
- Jeremey Walker
- Department of Medicine, School of Medicine (UAB), University of Alabama, THT 229, 1900 University Blvd, AB 35294-0006 Birmingham, USA
| | | | - Mukesh Patel
- Department of Medicine, School of Medicine (UAB), University of Alabama, THT 229, 1900 University Blvd, AB 35294-0006 Birmingham, USA
- Birmingham Veterans Affairs Medical Center, Birmingham, USA
| | - John D. Cleveland
- Department of Biostatistics, University of Alabama at Birmingham, Birmingham, USA
| | - Andrew O. Westfall
- Department of Biostatistics, University of Alabama at Birmingham, Birmingham, USA
| | - Donald M. Dempsey
- Department of Microbiology, University of Alabama at Birmingham, Birmingham, USA
| | - Alfredo Guzman
- Department of Medicine, School of Medicine (UAB), University of Alabama, THT 229, 1900 University Blvd, AB 35294-0006 Birmingham, USA
| | - Anne Zinski
- Department of Medical Education, University of Alabama School of Medicine, Birmingham, USA
| | - Monica Agarwal
- Department of Medicine, School of Medicine (UAB), University of Alabama, THT 229, 1900 University Blvd, AB 35294-0006 Birmingham, USA
| | - Dustin Long
- Department of Biostatistics, University of Alabama at Birmingham, Birmingham, USA
| | - James Willig
- Department of Medicine, School of Medicine (UAB), University of Alabama, THT 229, 1900 University Blvd, AB 35294-0006 Birmingham, USA
| | - Rachael Lee
- Department of Medicine, School of Medicine (UAB), University of Alabama, THT 229, 1900 University Blvd, AB 35294-0006 Birmingham, USA
- Birmingham Veterans Affairs Medical Center, Birmingham, USA
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Dakroub AH, Weinberger JJ, Levine DL. Gamification for the Win in Internal Medicine Residency: A Longitudinal, Innovative, Team-Based, Gamified Approach to Internal Medicine Board-Review. Cureus 2022; 14:e22822. [PMID: 35399420 PMCID: PMC8982508 DOI: 10.7759/cureus.22822] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/19/2021] [Accepted: 03/02/2022] [Indexed: 11/05/2022] Open
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