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Sometimes we want to see how people change over time, as in studies of human development and lifespan. When we test the same group of individuals repeatedly over an extended period of time, we are conducting longitudinal research. Longitudinal research is a research design in which data-gathering is administered repeatedly over an extended period of time. For example, we may survey a group of individuals about their dietary habits at age 20, retest them a decade later at age 30, and then again...
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Longitudinal studies are also widely used in other medical and social science fields. For instance, in cardiovascular research, they can monitor patients' health over decades to identify risk factors for heart disease, such as high cholesterol or smoking, and evaluate the long-term effectiveness of preventive measures. Similarly, in mental health studies, researchers might follow individuals from adolescence into adulthood to understand the development and progression of conditions like...
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Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
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The House Cup: Using Longitudinal Gamification to Improve Didactic Attendance.

Brian P Elliott1,2, Joseph Glendening1,2, Sahana Venkatesh2

  • 1Internal Medicine, Wright-Patterson Medical Center, Dayton, OH, USA.

Journal of Medical Education and Curricular Development
|January 15, 2024
PubMed
Summary

A point-based attendance system with gamification improved resident didactic attendance. This system, using positive reinforcement and punishment, was feasible but did not alter learner perceptions of camaraderie or interest.

Keywords:
Gamificationdidactic attendancegraduate medical educationinternal medicine residencynoon conference

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Area of Science:

  • Medical Education
  • Residency Training
  • Gamification in Healthcare

Background:

  • Didactic session attendance is crucial for resident education.
  • Low attendance can hinder knowledge acquisition and professional development.
  • Innovative strategies are needed to improve engagement in medical training.

Purpose of the Study:

  • To assess the feasibility of a point-based attendance system combined with longitudinal gamification.
  • To determine if this system improves didactic session attendance among internal medicine residents.
  • To evaluate the impact on learner perceptions of the educational environment.

Main Methods:

  • Prospective before-after cohort study design.
  • Implementation of a point-based gamification system (carrot, then carrot and stick) for didactic attendance.
  • Comparison of attendance rates and learner perceptions across pre-intervention, intervention, and post-intervention periods.

Main Results:

  • The 'carrot and stick' gamification phase showed significantly higher median attendance (81%) compared to other periods.
  • Attendance increased from 51% pre-intervention to 65% with 'carrot' and 81% with 'carrot and stick'.
  • Learner perceptions of camaraderie, interest, and mandate as a reason for attendance remained similar across all study periods.

Conclusions:

  • A point-based attendance system with longitudinal gamification is feasible for improving resident didactic attendance.
  • The 'carrot and stick' approach, incorporating tiered positive reinforcement and punishment, was most effective.
  • This gamified system did not significantly alter resident perceptions of the learning environment or motivation.