Hai Hu1,2,3, Yuanyuan Xiao4, Hao Li5,6. 1. Emergency Management Office, West China Hospital, Sichuan University, Sichuan, P.R. China. 2. National Emergency Medical Rescue Base of China, Sichuan University, Sichuan, P.R. China. 3. International Emergency Medical Team (Type III), Sichuan, P.R. China. 4. West China School of Medicine, Sichuan, P.R. China. 5. Institute for Disaster Management and Reconstruction, Sichuan University and the Hong Kong Polytechnic University, Sichuan, P.R. China. 6. Disaster Medicine Center of Sichuan University, Sichuan, P.R. China.
Abstract
Objective: The sudden disruption of university teaching caused by the coronavirus disease 2019 (COVID-19) pandemic has forced universities to switch to online teaching. It is vital for graduating medical students to learn about COVID-19 because they are likely to treat COVID-19 patients after graduation. We developed a COVID-19 lesson for medical students that used either an online lecture or a serious game that we designed. The aim of this study is to explore the effectiveness of a serious game versus online lectures for improving medical students' COVID-19 knowledge. Materials and Methods: From our university's database of knowledge scores, we collected the prelesson, postlesson, and final test knowledge scores of the students who participated in the lesson and conducted a retrospective comparative analysis. Results: An analysis of scores concerning knowledge of COVID-19 from prelesson and postlesson tests shows that both teaching methods produce significant increases in short-term knowledge, with no statistical difference between the two methods (P > 0.05). The final test scores, however, show that the group of students who used the game-based computer application scored significantly higher in knowledge retention than did the online lecture group (P = 0.001). Conclusion: In the context of the disruption of traditional university teaching caused by the COVID-19 pandemic, the serious game we designed is potentially an effective option for online medical education about COVID-19, particularly in terms of its capacity for improved knowledge retention.
Objective: The sudden disruption of university teaching caused by the coronavirus disease 2019 (COVID-19) pandemic has forced universities to switch to online teaching. It is vital for graduating medical students to learn about COVID-19 because they are likely to treat COVID-19patients after graduation. We developed a COVID-19 lesson for medical students that used either an online lecture or a serious game that we designed. The aim of this study is to explore the effectiveness of a serious game versus online lectures for improving medical students' COVID-19 knowledge. Materials and Methods: From our university's database of knowledge scores, we collected the prelesson, postlesson, and final test knowledge scores of the students who participated in the lesson and conducted a retrospective comparative analysis. Results: An analysis of scores concerning knowledge of COVID-19 from prelesson and postlesson tests shows that both teaching methods produce significant increases in short-term knowledge, with no statistical difference between the two methods (P > 0.05). The final test scores, however, show that the group of students who used the game-based computer application scored significantly higher in knowledge retention than did the online lecture group (P = 0.001). Conclusion: In the context of the disruption of traditional university teaching caused by the COVID-19 pandemic, the serious game we designed is potentially an effective option for online medical education about COVID-19, particularly in terms of its capacity for improved knowledge retention.
Entities:
Keywords:
Medical student; Novel coronavirus disease; Serious game
Authors: Magdalena Dziurka; Michał Machul; Patrycja Ozdoba; Anna Obuchowska; Michał Kotowski; Aleksandra Grzegorczyk; Aleksandra Pydyś; Beata Dobrowolska Journal: Int J Environ Res Public Health Date: 2022-05-23 Impact factor: 4.614