فهرست نشریات علمی دسترسی آزاد ایران

BACKGROUND: Game‑based education is fast becoming an innovative teaching approach in the fieldof medical education. Traditional review sessions (tutorials) are mainly focused on instructor‑basedlearning and they help to review concepts previously taught in the lecture class. The primary objectivewas to evaluate the cognitive learning of students in game based learning (GBL) as compared to theconventional review sessions. The secondary objectives were to assess the perception and feedbackof students regarding GBL and conventional review sessions.MATERIALS AND METHODS: An interventional GBL study was designed for 2nd year MBBSstudents. The enrolled students were randomly assigned to either tutorial (Group A) or GBL (GroupB), and informed consent was obtained. Group B students were further divided into smaller groups,and for Group A, the traditional tutorial method was followed. For both the groups, a multiple choicequestion (MCQ) pre‑test and post‑test was conducted on the selected topics. A total of 15 MCQs withgradually increasing difficulty were used in the GBL. For each group of students, one student wouldbe on hot seat by answering the questions and then continued the game. Lifelines were provided.RESULTS: From the pretest and posttest scores, students performed better in Group B (39.53%)than Group A (18.43%) with respect to the knowledge score, and the difference was statisticallysignificant. Students’ perception and feedback regarding GBL were very enthusiastic and promisingthan the tutorial group. Largely, students commented that GBL was unique, active participation, fun,and novel learning style.CONCLUSIONS: GBL is a student‑centered learning and showed more effective than the traditionaltutorials in understanding the topic and was more enjoyable by students.