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Gaming used as an informal instructional technique: effects on learner knowledge and satisfaction
Travis P Webb1, Deborah Simpson, Steven Denson
1Department of Surgery, Medical College of Wisconsin, Milwaukee, Wisconsin 53226, USA. trwebb@mcw.edu
Journal of Surgical Education
|April 10, 2012
Summary
Medical education games significantly boost knowledge retention and learner satisfaction. This study shows quiz-based gaming improves long-term recall of health sciences material.
Area of Science:
- Medical Education
- Health Sciences
- Surgical Training
Background:
- Gaming formats like Jeopardy! are used in health sciences education.
- Limited data exists on the impact of gaming on learner engagement and knowledge retention.
- This study investigated the effectiveness of gaming in medical education.
Purpose of the Study:
- To evaluate the impact of a Jeopardy!-style game on medical knowledge retention in surgical residents.
- To assess learner satisfaction with gaming as a primary instructional method.
- To determine if gaming improves both short-term and long-term knowledge recall.
Main Methods:
- Eight General Surgery residents participated in Jeopardy!-style geriatric medicine quizzes.
- Quizzes were integrated into protected curriculum units, with pretests and delayed posttests.
- Resident performance and session satisfaction were evaluated using statistical analysis and Likert scale ratings.
Main Results:
- Delayed posttest scores showed a significant increase in retained geriatric knowledge (82.6%, p=0.02).
- Residents reported high satisfaction with the gaming sessions (average rating 4.9/5).
- Knowledge gains appeared sustained over a 9.2-week period.
Conclusions:
- Competitive gaming and quiz formats can serve as effective primary instructional tools.
- This method leads to significant improvements in delayed medical knowledge recall.
- High resident satisfaction indicates the educational value of incorporating gaming into curricula.
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