Faculty Perceptions Research Articles

Postgraduate’s Dermatology E-logbook – Perceptions of Faculty and Residents: A Survey

Background: Medical postgraduation is a learning/training period during which residents will be assessed based on their academic performances. Various tools are available to assess postgraduate’s academic work, one important tool being a logbook. Dermatology is a visual specialty, and there are advances in information technology and teledermatology. E-logbook assumes its significance in dermatology. Recently, E-logbook is used in various specialties in other countries. E-logbook has not been used in India in dermatology or other specialties. In India, E-logbook has remained only as a concept in medical education. Aims: A survey was performed to obtain the views/perceptions/suggestions of students and faculty for E-logbook in dermatology. Methods: We used a questionnaire for students and faculty of the dermatology department at a tertiary care hospital. The questionnaire which is based on the fundamentals that form the triad of E-logbook includes (a) principles, (b) benefits for students, and (c) faculty. The survey had 26 questions to be answered by faculty and the first 17 to be answered by students. Both students and faculty were asked to provide their reasons with respect to their views. Statistical analysis was performed. Results: Majority of the respondents agreed with P (0.001) for principles, benefits for students, and faculty. Limitations: The study was confined to students and faculty of a single dermatology department. Conclusions: Faculty and students favor E-dermatology logbook. Interesting cases and dermatosurgery/esthetic procedures can be stored, and faculty can assess and monitor the skills of postgraduates. We strongly recommend E-dermatology logbook app.

Perception of Faculty and Postgraduate Students on Mini-CEX as an Assessment Tool in Prosthodontics.

Perception of Faculty and Postgraduate Students on Mini-CEX as an Assessment Tool in Prosthodontics.

To Develop and Implement a Preclinical Operative Dentistry Module to Enhance Class-II Cavity Preparation Training

Background: A competent dental undergraduate at the preclinical level will ensure a confident transition into clinics and quality treatment for patients. Cavity preparation of a tooth is one of the key competencies in dentistry. A preclinical training module was introduced to enhance the skill training and improve students’ learning. Aim: This study aims to develop and implement a preclinical operative dentistry module to enhance Class-II cavity preparation training. Methodology: Feedback was taken from the 3rd year undergraduate batch regarding the preclinical operative dentistry training. Based on the feedback, a training module was developed and implemented for Class-II cavity preparation for 2nd year dental students. The three-stage intervention included a preparatory intervention with a Prebrief PowerPoint presentation, followed by a live demonstration of the Class-II cavity preparation and access to a video demonstration. In the third stage, formative assessments were conducted with the help of an assessment rubric. At the end, student and faculty perceptions were gathered using a feedback survey. Results: Most students (98%) were satisfied with the training. All the faculty strongly agreed that the module should be part of future training. Video demonstration and rubric-based assessments were testified by 93% of students as the most helpful element of the module. Major themes after thematic analysis were a better understanding of the procedure, enhanced visualization, the ability to identify areas for improvement, and boosted confidence for final exams. Conclusions: The preclinical training module successfully met the needs of the participating undergraduate students. Video demonstration proved a beneficial digital learning resource.

Challenges in Implementing Competency-based Medical Education in India – Stakeholders’ Perspective: A Mixed-method Analysis

Introduction: Competency-based Medical Education (CBME) was introduced in the year 2019 in India. It has brought about major changes in medical education. The curriculum is learner centric, outcome based, focuses on the development of core competencies and professionalism. However, many institutions have faced challenges during the implementation of the CBME curriculum. This study was aimed at assessing the challenges faced by all the stakeholders (students, faculty, and administrators) of various medical institutions and gather their insights on proposed solutions. Methodology: This cross-sectional study was conducted over a period of 3 months, from October 1, 2023, to December 31, 2023. The study was conducted in 32 medical colleges across India. A total of 60 faculty of various disciplines, 32 administrators of the institutes, and 580 undergraduate medical students were included in the study. Perception of students and faculty was collected using a validated survey form. One-on-one interview was done for all the 32 administrators using a facilitator guide. A mixed-methods approach was used for quantitative and qualitative data collection and analysis. Results: Around 40 (66.6%) faculty opined that that deficiency of trained faculty was a significant challenge in implanting CBME curriculum. Twenty (33.3%) of the faculty felt that there is a lack of adequate infrastructure required for the implementation of CBME curriculum. Among the administrators surveyed, 12 (37.5%) felt that dwindling student attendance was a major challenge, whereas 10 (31.5%) felt that there was the lack of collaboration between universities, colleges, and regulatory authorities. Four hundred and twenty-five (73.2%) of students opined that simulation-based training and 435 (75%) students opined that electives were very good initiatives by CBME curriculum. The students found the inclusion of integrated teaching, Attitude, Ethics, and Communication Module, early clinical exposure, and Family Adoption Programme in the CBME curriculum helpful. Conclusion: CBME curriculum was largely accepted across all the medical colleges. The training of faculty and administrators was considered an important challenge which needs to be considered. Students opined that the newer curricular reforms enhanced their learning.

Providing Delayed, In-Person Collected Feedback From Residents to Teaching Faculty: Lessons Learned.

Background Teaching faculty request timely feedback from residents to improve their skills. Yet even with anonymous processes, this upward feedback can be difficult to obtain as residents raise concerns about identification and repercussions. Objective To examine faculty perception of the quality and content of feedback from residents after increasing anonymity and sacrificing timeliness. Methods Between 2011 and 2017, an associate program director at a large internal medicine residency program met briefly with each resident individually to obtain feedback about their teaching faculty shortly after their rotation. To improve anonymity, residents were promised their feedback would not be released until they graduated. In 2019, all feedback was collated and released at one time to faculty. We administered 3 timed, voluntary, anonymous, 36-item closed-ended surveys to faculty asking about the content and value, and to self-identify whether the feedback was praise, constructive, or criticism. Results Exactly 189 faculty participated with 140 completing all 3 surveys (74.1% response rate). Faculty reported this feedback content to be of higher quality (81.0%, 81 of 100) and quantity (82.4%, 84 of 102) in contrast to prior feedback. More than 85.4% (88 of 103) of faculty agreed this feedback was more specific. Faculty identified less praise (median 35.0% vs median 50.0%, P<.001) and more negative constructive feedback (median 20.0% vs median 5.0%, P<.001) compared to prior feedback. More than 82% (116 of 140) of faculty reported it would change their behavior, but 3 months after receiving the feedback, only 63.6% (89 or 140) felt the same way (P<.001). Faculty were divided on the necessity of a time delay, with 41.4% (58 of 140) believing it reduced the feedback's value. Despite the delay, 32.1% (45 of 140) felt they could identify residents. Conclusions Offering a substantial delay in feedback delivery increased anonymity and enabled residents to furnish more nuanced and constructive comments; however, faculty opinions diverged on whether this postponement was valuable.

실감형 콘텐츠의 교육적 활용을 위한 교수 인식 탐구: K 대학교를 중심으로

Objectives The purpose of this study is to analyze faculty's perceptions of immersive contents' educational use. Methods For this purpose, an online survey was conducted targeting faculty at K University in Seoul, and a total of 99 responses were analyzed. The analytical methods involved frequency and mean analysis, univariate variance analysis, and descriptive responses were categorized through content analysis. Results The research findings are as follows: First, there was no significant difference in the willingness to use immersive contents in classes based on professors' general characteristics and professors perceived immersive contents as suitable for experiments, practical training, and field experiences. Second, they anticipated improved learning immersion and effectiveness when utilizing immersive contents, while expressing concerns about the impairment of class management due to gap of the digital literacy and information between professors and students. Lastly, for the educational use of immersive contents, there was a high demand for support for contents accessibility and learning management system linkage when developing content and digital equipment support and utilization education. Conclusions Based on these research findings, support measures and implications for the educational use of immersive contents in university classes were suggested.

O PERFIL DO ESTUDANTE DO CURSO DE ADMINISTRAÇÃO MEDIANTE AS REPRESENTAÇÕES SOCIAIS DOS DOCENTES

This article aims to explore the perceptions of faculty members at the State University of Feira de Santana regarding the profile of students in the Administration program at UEFS. Social representations (SRs) are collective constructions that guide how individuals and groups interpret and interact with reality (Moscovici, 1978). Therefore, the study seeks to contribute to a reflection on the characteristics of the students from the perspective of developing autonomy and how these faculty perceptions can be used to improve teaching practices in the Administration program. The research, with a qualitative approach, used structured interviews and Bardin's Content Analysis, revealing that the majority of students are working professionals who face significant challenges such as lack of time and fatigue, which impact their autonomy and academic performance. The research also indicates that while some faculty are attentive to the students' specific needs, there is a need to adapt teaching practices to meet these students' particularities, promoting more flexible and integrated learning aligned with their realities.

Student and Faculty Perceptions of Generative Artificial Intelligence in Student Writing

Background Psychology instructors frequently assign writing-to-learn exercises that include personal reflection. Generative Artificial Intelligence (GenAI) can write text that passes for humans in other domains. Objective Do students and faculty rate a reflection written by GenAI differently than reflections written by students? Do students and faculty agree about the appropriateness of using GenAI for college-level writing? Method Eighty-three students and 82 faculty read four reflections (three written by undergraduate students and one by GenAI). After rating the quality of each, they chose which one they thought was AI-generated. Participants then rated the ethicality of nine potential ways to use GenAI in college-level writing and the potential of each to compromise learning. Results Participants rated the AI-generated reflection similarly to the student-generated reflections and failed to reliably detect AI-generated writing. Faculty and students agreed that using GenAI to produce the final text for a student likely compromises learning more than using it to generate ideas. Conclusion AI-generated reflections blend in with student-written reflections, and students and faculty agree about the potential detriments to learning. Teaching Implications GenAI can be hard to detect in the psychology classroom. Rather than implementing one-size-fits-all policies, instructors might focus classroom conversations on how GenAI could compromise learning.

Exploring Perceptions of Students and Faculty on the Integration of Research in the Outcome-based Integrated Curriculum: A Qualitative Focus Group Study at Defence Services Medical Academy Myanmar

This study explores the perceptions of students and faculty members regarding the integration of a research component in the Outcome-Based Integrated Curriculum at the Defence Services Medical Academy (DSMA) in Myanmar. Using qualitative focus group discussions, this research investigates the benefits, challenges, and overall impact of this educational initiative. The findings reveal that both students and faculty perceive the research component as beneficial, enhancing knowledge, critical thinking, and presentation skills. However, challenges related to resources, support, and early engagement need to be addressed. Recommendations for improving the research component are provided to strengthen the curriculum and better prepare graduates.

Prioritizing Crip Futures: Applying Crip Theory to Create Accessible Academic Experiences in Higher Education

The purpose of this paper is to explore how crip theory can be applied in higher education to resist ableism and create accessible academic experiences for disabled college students. Using personal narratives about psychological and learning disabilities as our anchors, we describe how ableism shapes college students' academic experiences, such as the fast pace of academic rigor and faculty perceptions of accommodations providing an unfair advantage for disabled students. We then review crip theory tenets, including fluidity, interdependence, and crip time, and offer possibilities for applying those tenets in practice. Some of these possibilities include collaborative conversations between students and disability services providers, embracing imperfection, co-constructing course access options, and de-stigmatizing non-normative academic timelines. We frame our thoughts about practice through the notion of crip manifestos (Kafer, 2017), which suggest both practical considerations grounded in current ableist realities and radical practices that envision crip futures.

Cohort scheduling of freshman exercise physiology majors improves social integration and perceptions of faculty but not academic performance.

Cohort scheduling intentionally places students in the same sections of several classes (e.g., biology, algebra, and writing) with a consistent peer group and is typically done for small groups (<30 students) to enable better interaction among students. The goal of this study was to compare cohort scheduling to traditional scheduling methods among freshmen in a physiology-related program. Outcomes included retention to the university and major, semester grades, and institutional integration and perceived group cohesion. Incoming freshmen (n = 209) were randomized into control (n = 43; scheduled with traditional methods) and intervention (n = 166; coenrolled in first-year seminar course, biology, and medical terminology) groups. Outcomes were collected via surveys or requested from the university registrar. There was no significant difference in the likelihood of retention to the university or major and no differences between groups in pass/fail rates for the first-year seminar or biology courses. At the end of the semester, there were no differences between groups in Perceived Cohesion for Small Groups (P = 0.102) or the Institutional Integration Scale (P = 0.357). However, the intervention group scored higher on the Institutional Integration Scale's subscales related to social integration and faculty. Cohort scheduling did not impact retention to the university or major but improved secondary outcomes related to retention, specifically social integration and student perceptions of faculty.NEW & NOTEWORTHY Compared with traditional scheduling methods, cohort scheduling freshman in physiology programs does not improve retention but improves students' social integration and perceptions of faculty.

Faculty perceptions of emergency remote instruction.

Faculty perceptions of emergency remote instruction.

Effect of simulation based workshop on changing faculty perception for simulation-based education.

To compare the perceptions of participants before and after a one-day workshop on Simulation-based Education. The other objective was to determine the feedback of participants about the one day workshop on Simulation-based Education. In March 2023, a one-day workshop on Simulation-Based-Education (SBE) was conducted by the Department of Medical Education of Fazaia Ruth Pfau Medical Education in collaboration with the foreign guest faculty through zoom. This workshop was conducted with the participants (faculty members) of the Certificate program. The study adopted quasi experimental (pretest posttest) research design. For data collection we used a validated questionnaire which compromises of three parts. Data was analyzed using SPSS 23. This is a semi-structured questionnaire which consists of four parts. The first part entails the demographic data of the participants. The second structured part collects the perception of participants through 26 statements on 5 points Likert scale (strongly disagree = 1, disagree = 2, agree to some extent = 3, agree = 4, strongly agree = 5). The mean difference in participant perceptions was significant (P<0.05)on 13 statements: Improves communication skills (pretest 3.05±1.050, posttest 4.20±1.056; p=0.004), enhance teamwork (pretest 3.30±0.979, posttest 4.30±0.923; p=0.004), overcomes the challenge of uncooperative patients during real practice (pretest 3.80±0.696, posttest 4.30±0.470; p= 0.008), enact live patients (pretest 2.70±0.923, posttest 3.65±1.040; p=0.004), incopororation into medical education (pretest 3.20±0.894, posttest 4.40±0.503; p=0.000), provide safe, reliastic and conducive learning environment (pretest 2.85±0.875, postest4.00±0.795; p=0.000), provide easy learning (pretest 2.75±0.716, posttest 4.05±0.605 p=0.000), decrease ethical issues with more repeated practice (pretest 2.75±0.716, posttest 3.90±0.788; p=0.000), reduces the effort put in by a faculty in clinical teaching (pretest 2.80±0.696, posttest 3.45±0.999; p=0.039), supplement to clinical practice (pretest 2.75±0.444, posttest 4.55±0.510; p=0.000), evidence required for simulation activities (pretest 2.95±0.605, posttest 4.10±0.641; p=0.000), able to add simulation in clinical subject (pretest 3.15±1.089, posttest 3.80±0.834; p= 0.055), can instruct complex skills without simulation (pretest 2.55±0.887, posttest 3.40±0.883; p=0.018). The study signifiacnaty changed the faculty members' perceptions of simulation-based education.These encouraging findings may influence their future practice in simulation-based education, allowing them to provide safe, high-quality health care in the workplace and, eventually, enhance patient outcomes.

Faculty perceptions of the impact of professional development on online teaching practices

The COVID-19 pandemic prompted a global shift toward online education, underscoring the need for quality faculty professional development to support educators in designing and delivering effective online courses. This study explores the impact of professional development utilizing the Universal Design for Learning (UDL) framework on faculty’s pedagogical practices in online learning environments. The Online Teaching Fellows Program, a 14-week professional development series, engaged 20 graduate and undergraduate university faculty members from diverse disciplines (Engineering, Education, Law, Occupational Therapy, Nursing, Humanities, Social Science, Business, and Criminal Justice) in a collaborative exploration of UDL principles to create authentic and equitable learning experiences. Qualitative data collection included interviews, exit tickets, faculty professional development artifacts (CANVAS course sites), and researcher notes. Faculty were introduced to diverse teaching strategies, including effective online information presentation, collaboration facilitation, and online assessment enhancement. The study underscores the potential of UDL principles to promote equitable educational opportunities and create transformative spaces in higher education globally.

Perceptions of Diversity, Equity, Inclusion, and Anti-Racism Among Pharmacy Faculty by Racial and Ethnic Identity

ObjectiveTo compare perceptions of underrepresented minorities (URM), non-URM people of color (POC), and nonminoritized pharmacy faculty in academia in relation to workplace diversity, equity, inclusion, and anti-racism (DEIA) landscape in the United States. MethodsThis study utilized the DEIA Faculty Perceptions of College Climate (FPCC) scale, which was developed and validated by the authors. The FPCC scale was used to investigate perceptions of pharmacy faculty from the American Association of Colleges of Pharmacy membership directory regarding DEIA within their respective academic pharmacy institutions. Demographic differences were examined using a Pearson chi-square test, while response disparities in FPCC questions were analyzed with a one-way ANOVA. ResultsA total of 846 respondents met the inclusion criteria for the study and were included in the analysis. Results indicate disparities in perceptions within all 4 DEIA domains of the FPCC survey among the 3 demographic groups. ConclusionThis study uncovers significant differences in how pharmacy faculty perceive DEIA within pharmacy education, with nonminoritized faculty expressing more positive views compared to their URM and non-URM counterparts. These results emphasize the need for focused interventions and institutional support to bridge DEIA disparities, emphasizing the importance of fostering an inclusive academic environment to enhance faculty well-being and empower the pharmacy profession to meet diverse needs more effectively.

Design and Application of an Evaluation Tool to Assess World Organization for Animal Health Competencies for Graduating (Day 1) Veterinarians.

Graduating competent veterinarians with the appropriate knowledge and skills to support and strengthen their country's National Veterinary Services is a key priority for veterinary institutions globally. The World Organisation for Animal Health (WOAH) developed a set of Day 1 Competencies that should be expected of every veterinary graduate. Veterinary schools need to be able to assess the coverage of these competencies in their curriculum and determine the level of proficiency of their graduates. This article describes the iterative design and development process used to create a semi-quantitative, competency-based assessment survey. The Evaluation Tool for WOAH Day 1 Graduating Veterinarian Competencies is used as part of a stepwise process to systematically assess a veterinary curriculum regarding these competencies. This tool was developed and tested at the University of Gondar College of Veterinary Medicine and Animal Sciences in Ethiopia. The Evaluation Tool was successful in systematically collecting, measuring, and analyzing the perceptions of faculty, senior veterinary students, recent graduates, and external stakeholders about the level of proficiency of graduates in all 19 WOAH Day 1 Competencies. It was specifically designed to be used in conjunction with curriculum mapping to provide a full picture of how effectively these competencies were taught and identify gaps that needed to be addressed. This tool, the supporting resources, and the methodology are now globally accessible to all veterinary institutions, enabling them to revise and update their curricula and, ultimately, improve the training of the future veterinary workforce to support veterinary services in their respective countries.

Virtual Labs for Postsecondary General Education and Applied Science Courses: Faculty Perceptions

General education science courses at a Canadian postsecondary institution implemented Beyond Labz virtual science labs. Faculty members teaching vocational science-related courses tested this resource. This qualitative study explores faculty member and learner perceptions of the efficacy of these virtual labs in terms of ease of use, designing hands-on activities, student engagement, and accessibility. Data are collected via a focus group, surveys, meetings, and interview notes. The study found that learners and faculty members may have different perceptions of the importance of virtual labs for the development of various skills. From the data, five themes emerge related to addressing the needs of diverse learners and utilizing multiple affordances of virtual labs. Although science virtual labs are perceived as a useful tool for teaching and learning science, faculty members identify barriers such as the need to develop digital literacy skills and initial training and institutional support when introducing new tools. Recommendations for effective science virtual labs curriculum integration are included.

Faculty’s Attitudes Towards Integrating Technology and innovation in Higher Education in Saudi Arabian Universities from Literature Review Perspective

To summarize, the majority of existing research on technology use in Saudi Arabian universities has framed faculty’s use of technology in the classroom positively. However, each study contains a group of faculties with persistently negative attitudes toward using technology regardless of the reasons or experiences that led them to this attitude Alenezi (2012), in example, observed in his study that certain faculty members who hold unfavorable opinions on e-learning believe that it prioritizes memorization over real-world learning. According to the study's staff, pupils' chances for creativity were diminished by the online learning environment (Alenezi, 2012). Alghamdi and Bayaga (2016) looked at faculty perceptions regarding the use of LMS in their instructional activities. According to the report, even though their universities offer LMS services, some faculty members choose not to use them. However, a lot of teachers are just unwilling to incorporate technology into their lessons, although there are a lot of other reasons for this. The group of faculties considered reluctant may include those who are technologically illiterate and those who believe that traditional teaching methods are preferable (Hagner &amp; Schneebeck, 2001, p. 2-4). Carey and Dorn (1998) pinpoint a specific form of reluctancy as “technophobia,” which describes the fear of using technology for reasons such as a perception that it does not align with their teaching strategies, a lack of usefulness, and a lack of control (p. 71). However, the authors suggested that faculty can overcome technophobia by having greater self-efficacy to use technology and practice with technology so that it may become "familiar, useful, and controllable" Carey &amp; Dorn, 1998, p. 71). Therefore, as Mishra et al. (2007) posit, there are critical issues that face faculty in higher education, such as lack of experience with teaching with technology, as they integrate technology into their teaching technique. Ultimately, the research described throughout this literature review supports the claim that the majority of university faculty in Saudi Arabia perceive technology-based teaching negatively.

The neurodivergent college learner: faculty perceptions of supporting individuals with ADHD in higher education

Purpose The purpose of this study is to understand how faculty members perceive learning needs of the attention-deficit hyperactive disorder (ADHD) student, as they acclimated to and performed within the higher education settings. Design/methodology/approach A phenomenological design was used to explore the faculty perceptions of ADHD college students. A sample of ten faculty members, employed in two-year, four-year, and graduate-level programs, participated in virtual semi-structured interviews. A six step thematic analysis of the codes was performed revealing three themes. Findings Results from the study yielded three themes: problem-based learning, time management and accommodations versus privilege. These themes highlight the complexity of the learning process, the limitations with time management, and the need for meaningful, rather than stereotypical, accommodations in these settings. Practical implications The number of students diagnosed with ADHD attending postsecondary education continues to rise, necessitating a critical lens on increasing neurodiversity-affirming practices in these settings. Despite noted strengths, students with this diagnosis struggle academically, resulting in academic challenges. To maximize each individual’s learning potential, systems of higher education need to carefully consider how to best design a positive learning environment with universally effective learning accommodations. Originality/value While faculty described accommodations and strategies provided to students, they also repeatedly shared concerning challenges and barriers to learning, as demonstrated by their students in various scenarios and situations. Results suggest areas of potential improvement, alongside the complexity of serving the need of the next generation of neurodivergent learners, in a world where equity and inclusion required additional time and thoughtful effort. Of greatest concern, perhaps, was the systems already in place, including offices of accommodations and services, that tended to use a “one-size-fits-all” approach, oversimplifying, rather than serving, student need.

"CARBGAME" (CARd & Board GAmes in Medical Education) as an innovative gamification tool for learning clinical enzymology in biochemistry for first year medical students.

Gamification is emerging as an active learning innovation in medical education to enhance student engagement and promote life-long learning in a unique and collaborative environment. Clinical enzymology in biochemistry is one of the core topics in the medical curriculum. However, students face challenges in comprehension and retention of information. Hence, CARd & Board GAmes in Medical Education (CARBGAME)was introduced and evaluated for its effectiveness in enhancing learning, application, and retention of knowledge in clinical enzymology via gamification context. This mixed-method study involved 150 first-year undergraduate medical students. Before the game, students completed a pre-test in clinical enzymology. Later they were divided into 25 small groups to compete in the board game designed for enzymology in biochemistry. The students took turns throwing the dice and answering the questions on the game board to continue moving forward. The first team to reach 100 and solve the case-based question was deemed the winner. Following the board game, the students took up the post-test to compare the educational impact of the innovation. Also, the subsequent internal assessment scores were compared with previous batch who were not implemented with this intervention. Then students evaluated the effectiveness of CARBGAME-Clinical Enzymology using a 32-item questionnaire on 5-point Likert scale. The feedback obtained on a 10-point rating scale and for qualitative analysis, students' and faculty perceptions were recorded in small groups. CARBGAME received overwhelmingly positive feedback from both students and faculty. It was perceived well by students for being fun, relevant, consistent, motivating, collaborative, and promoting experiential learning. The game's low-stakes approach, effective feedback, and sense of accomplishment were highly appreciated, making it a valuable tool for education. A significant improvement in knowledge was recorded, from a mean score of 8.37 ± 1.126 on a 20-point scoring scale before the game to 16.53 ± 1.219 after with a p-value of 0.0001. The comparison of the internal assessment scores between the intervention and non-intervention group of students also showed a significant improvement among those implemented with CARBGAME (p < 0.0001). The CARBGAME innovation has achieved the intended outcome of promoting active learning and enhanced performance in clinical enzymology. Highly positive responses from faculty and students also indicate the exigent need to introduce innovative components like games into curricula to achieve student engagement and promote a meaningful learning experience.