Orientation and application of gamification as teaching learning method by medical physiologists in India

Abstract

Background: Gamification, the integration of game elements into non-gaming contexts, has gained significant attention in education, including medical education. Researches revealed that gamification elements such as points, badges, levels, and feedback are commonly used in higher education. Gamification is seen as a tool that can help millennial and Gen Z students, who prefer social learning ecosystems, in competency development and contextual learning. A review of gamification-based learning tools in both preclinical and clinical settings highlighted heightened student engagement and superior educational outcomes, but competitive gamification yielded unexpected results, with students spending limited time and resisting competitiveness. Aims and Objectives: This paper presents a cross-sectional study conducted in India to assess the orientation and application of gamification among faculty members of Medical Physiology. The study aimed to identify the advantages, challenges, and potential of gamification in enhancing the quality of medical education in India. Materials and Methods: The authors addressed the deficiency in the orientation and application of gamification tools in medical education by conducting a questionnaire-based cross-sectional study among medical physiologists in various Indian institutions and colleges. Results: Results showed that approximately 25% of the faculty members surveyed in India were oriented toward gamification, with slightly more orientation among junior faculties and those from northern India. There were regional variations in the use of specific gamification elements, such as points and badges, letterboards, and storyline elements. Conclusion: The study highlighted a promising trend of gamification adoption among medical physiologists, while also noting that a significant portion of faculty members remained unoriented and had yet to explore the benefits of gamification in medical education. The paper emphasized the need for proactive promotion and application of gamification tools to enhance teaching and learning methods in medical education.