A team-based competition for undergraduate medical students to learn radiology within the virtual world Second Life

Alberto Jimenez-Zayas,Dolores Domínguez-Pinos,Francisco Sendra-Portero,Rocio Lorenzo-Alvarez,Miguel Jose Ruiz-Gomez,Teodoro Rudolphi-Solero

doi:10.1186/s13244-021-01032-3

Alberto Jimenez-Zayas, Dolores Domínguez-Pinos + Show 4 more

Open Access

https://doi.org/10.1186/s13244-021-01032-3

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Abstract

BackgroundA multi-user competitive game within the virtual world Second Life for undergraduate radiology learning was adapted for team participation. This study aimed to assess student perception, impact on learning, and eventual correlation of game results with post-exposure tests and course grades.MethodsThe game consisted of six weekly stages, dedicated to thoracic, abdominal, and musculoskeletal radiological anatomy and semiology. Participants had several days a week to review self-guided radiology educational content and then complete individual multiple-choice tests and solve team tasks to progress through the game's ranking. Additionally, they completed a cognitive load test, a questionnaire about the experience and a post-exposure knowledge test.ResultsFifty-two students organised into 13 teams participated in the game and assessed different aspects of the experience with a mean score ≥ 7.8 on a 10-point scale, highlighting the participation of the teacher (9.3 ± 1.1), the educational contents (8.8 ± 1.4) and the usefulness for their education (8.7 ± 1.4). Participants obtained better post-exposure test results (p < 0.007) and better course grades (p < 0.021) than non-participants did.ConclusionA multi-user game adapted to team competition to learn radiology in Second Life was very positively perceived by third-year medical students, who highly valued its content, organisation, and usefulness for their training. Most of the participants agreed that they had collaborated as a team and that playing in competitive environments helps them learn better. The best post-exposure and academic results compared to non-participating students indicate the potential impact of the game on learning.

Highlights

Radiology education is an important part of the undergraduate medical curriculum, and the use of e-learning in the teaching of radiology in medical schools is on the rise [1]
This study aims to explore the participation of student teams, adapting the rules of the League of Rays game, evaluating students’ perception, impact on learning and the eventual correlation of game results with mid-term knowledge tests and course grades
The mean percentage of correct answers in the game tests was higher in the three stages of anatomy than in the three stages of semiology

Summary

Introduction

Radiology education is an important part of the undergraduate medical curriculum, and the use of e-learning in the teaching of radiology in medical schools is on the rise [1]. It is important to explore the applicability of innovative technologies and approaches to teaching and the improvements they bring to learning. Game-based learning, with successive rules, rewards, and achievements to motivate medical students, is gaining impact compared to other traditional training techniques [3,4,5,6]. Competitive learning techniques improve academic outcomes and can strengthen cooperation among medical students [8]. When teams of students compete with others, learning techniques combine group rewards with individual responsibility and encourage collaboration. A multi-user competitive game within the virtual world Second Life for undergraduate radiology learning was adapted for team participation. This study aimed to assess student perception, impact on learning, and eventual correlation of game results with post-exposure tests and course grades

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