FRI016 Utilizing Game-based Learning In Medical Education

Abstract

Abstract Disclosure: S. Daniel: None. K. Bangalore-Krishna: None. In the era of advancing technologies, several apps and software are available for learners that are fun, interactive, innovative, and collaborative. Kahoot! is one such game-based learning platform that facilitates formative assessment and promotes student learning. Kahoot! has been used extensively in higher education and has been successful not only in keeping the learners attentive and engaged but also provided with positive feedback and motivation. The philosophy of learning and education has shifted from being teacher-centered or subject-centered to being learner-centered and current learners tend to lean towards an abstract-active style of learning. We completed a focused discussion with the endocrine fellows and identified topics which were deemed challenging/difficult. We then developed a Kahoot!- based curriculum to review these topics. Each session included 2-3 review questions and 8-10 topic-based questions that were meticulously designed to cover the breadth of the topic followed by a 15-minute didactic session to review core concepts, including multiple clinical correlates to ensure relevance and applicability. Participants used their cellphones to log in and points were awarded (by the app) based on the accuracy and timeliness of responses. After 8 sessions, we conducted a brief survey with qualitative and quantitative questions to assess the effectiveness of the curriculum and contrasted this with the traditional curriculum which involved either a didactic session or watching videos with minimal interaction with an educator. All 8 pediatric endocrine fellows participated in the in-person, weekly sessions (8 total) and the survey. Results showed that 8/8 participants found this platform to be more interesting, easy to use, were motivated to learn during these sessions, engaging and encouraged participation without fear of being incorrect. Participants stated that these sessions helped them ask thought-provoking questions, understand previously complex concepts better and highlighted areas of knowledge deficits. Participants had additional suggestions to enhance deeper learning which we plan to incorporate. Our next step is to assess content retention at 3 months and 6 months after the sessions. With evolving technology and change in learning styles of current learners, game-based learning should be further explored in medical education, to keep learners engaged and make learning more fun, diverse, interactive, and inclusive. Presentation: Friday, June 16, 2023