Use of an Online Spaced-Education Game to Study Top 200 Drugs in a Skills Laboratory Course

Abstract

Objective. To describe the use of an online spaced-education (SE) game to study top 200 drug information in a first-year skills laboratory course. Methods. There were 236 students enrolled in a voluntary online SE game across two semesters. Fifteen multiple-choice questions (MCQs) were sent via email in the fall and spring semesters focusing on cardiovascular and neurological agents, respectively. The online SE game delivered two questions every 2 days and re-sent questions answered incorrectly after 7 days. Two correct answers were required to retire a question. Top 200 drug knowledge was evaluated with an examination at the conclusion of each semester. Levels of engagement with the game, differences in performance on game MCQs, impact on top 200 drug examination performance, and student perceptions were evaluated. Results. There was a high level of engagement in the online SE game in both the fall (83% participation) and spring (73% participation) semesters. Participants improved the percentage of MCQs answered correctly by an average of 12% in the fall and 5% in the spring. Use of the online SE game did not significantly affect top 200 drug examination performance or retention of top 200 drug information. Students' self-efficacy to recognize brand/generic names and common indications significantly improved after use of the online SE game. Student perceptions of the game were positive. Conclusions. Use of an online SE game did not significantly affect top 200 drug examination scores despite high levels of student engagement and positive student perceptions.