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The scavenger hunt game: An innovative way to augment peer-assisted learning among medical undergraduates for
Ishita Manral1, Deepanjan Dey2, Manu Chopra3
1Department of Forensic Medicine and Toxicology, AFMC, Pune, Maharashtra, India.
Background:
Medical education is undergoing rapid reform, especially with the introduction of Competency-Based Medical Education (CBME) and the emergence of Gen Z learners who prefer interactive, and self-directed learning environments. Traditional lectures, particularly for fact-heavy topics like Environmental Toxicology, often fail to engage students. Gamification, such as scavenger hunts, may offer a more engaging and effective alternative. This study evaluates the impact of gamification versus didactic teaching on cognitive learning outcomes and student engagement.
Materials And Methods:
A randomized controlled study was conducted among 44 Phase III Part I MBBS students, equally divided into two groups. One group received a traditional lecture on Environmental Toxicology, while the other engaged in a gamified scavenger hunt covering the same content. Pre- and post-tests assessed knowledge gain, and feedback was collected via Likert-scale items and open-ended questions. The gamified activity was collaboratively designed by departments of Forensic Medicine, Respiratory Medicine, and Medical Education, aligned with CBME competencies (FM13.1).
Results:
Both groups showed significant improvement in post-test scores. The gamification group improved from a mean score of 1.86 to 6.09 (mean gain: +4.23; Cohen's d = 2.99), while the lecture group improved from 2.32 to 4.00 (mean gain: +1.68; Cohen's d = 1.27). Thematic analysis of feedback revealed high engagement, preference for interactive formats, and enhanced teamwork. Students appreciated the novelty and peer-learning aspects of the scavenger hunt, though they also suggested improvements in time management and instruction clarity.
Conclusion:
Gamification, specifically scavenger hunts, significantly enhances cognitive outcomes and student engagement in undergraduate medical education compared to didactic lectures. While not a replacement, gamified methods serve as powerful adjuncts-particularly for content-heavy, low-engagement topics. Future implementations should focus on optimizing design and addressing logistical challenges to maximize educational impact.