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The Dyspepsia Educational Tool As a Novel Aid in Dyspepsia Management
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BINGO! Elevating Medical Physiology Tutorials Through Gamification.

Kelsey Temprine Grellinger1, Hong Phan2, Maria Sheakley3

  • 1Assistant Professor, Department of Biomedical Sciences, Western Michigan University Homer Stryker M.D. School of Medicine.

Mededportal : the Journal of Teaching and Learning Resources
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Summary
This summary is machine-generated.

A BINGO game enhanced active learning in physiology for medical students, boosting engagement and knowledge application. Students found the interactive game effective and desired its continued use in future medical education.

Keywords:
BINGOEndocrinologyEndocrinology and Reproductive SystemGame-Based LearningGamesPhysiologyPulmonary MedicinePulmonary SystemRenal and Genitourinary SystemReproductive SystemUrinary System

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Area of Science:

  • Medical Education
  • Physiology Learning
  • Active Learning Strategies

Background:

  • Traditional physiology education can lack student engagement.
  • Active learning strategies are crucial for effective knowledge application.
  • Medical students require interactive methods to master complex physiological concepts.

Purpose of the Study:

  • To introduce and evaluate a BINGO game as an active learning strategy for pulmonary, renal, and endocrine physiology.
  • To enhance medical student engagement and the application of physiology knowledge.
  • To assess student perceptions of the BINGO game's effectiveness and iteratively improve the educational tool.

Main Methods:

  • A BINGO game with 50-60 questions was implemented for 90 second-year medical students.
  • Iterative improvements were made based on student feedback, including revealing answers and using a polling system.
  • Post-session surveys using a 5-point Likert scale assessed engagement and perceived effectiveness.

Main Results:

  • Students reported high engagement (average: 4.4) and perceived effectiveness (average: 4.1) of the BINGO games.
  • The games were rated as effective educational tools (average: 4.2) for applying physiology knowledge (average: 4.4).
  • Students desired continued use of the BINGO game in future tutorials (average: 4.2).

Conclusions:

  • The BINGO game is a valuable and engaging active learning tool for physiology education.
  • Student feedback is crucial for iterative improvement of educational strategies.
  • Interactive, game-based learning can significantly enhance the application of complex medical knowledge.