Game-Based Learning Effects on Student Engagement and Outcomes in Clinical Therapeutics Courses

Area of Science:

• Pharmacy Education
• Educational Technology
• Gamification in Higher Education

Background:

• Traditional teaching methods in pharmacy education may not fully engage all students.
• There is a need for innovative strategies to enhance student participation and learning outcomes in clinical therapeutics courses.

Purpose of the Study:

• To evaluate the impact of integrating game-based learning (GBL) strategies on student engagement and academic achievement in two Clinical Therapeutics Module (CTM) courses.
• To compare student perceptions of engagement and learning in GBL-enhanced CTM courses versus traditional non-GBL courses.

Main Methods:

• Game-based learning competitions were implemented in second and third-year Doctor of Pharmacy (P3) CTM courses.
• Student course grades and class participation were recorded; optional surveys assessed student perceptions of engagement and learning.

Main Results:

• High student participation (97.6%) was observed in the GBL competitions.
• Actively participating P3 students were more likely to achieve an 'A' grade (OR 4.02).
• GBL courses reported higher average engagement scores (7.26) compared to non-GBL courses (5.76).

Conclusions:

• Integrating GBL into CTM courses significantly increased student engagement compared to previous non-GBL formats.
• GBL implementation was well-received by students, with most favoring its continuation.
• Game-based learning demonstrated a positive effect on academic performance for P3 pharmacy students.