Effectiveness of Game-Based Learning Versus Problem-Based Learning Approaches in Teaching Microbiology to Phase II Medical Students.

aimThe study aimed to evaluate the effectiveness of game-based learning (GBL) and problem-based learning (PBL) modules in teaching basic microbiology topics, examining their impact on student performance, retention, and overall student perception, while also identifying potential limitations to provide insights for future educational approaches in medical education. METHODOLOGY: Two student groups participated in learning activities structured around four microbiology topics using GBL and PBL methodologies. Students' responses to these methods were collected, compared, and analyzed. Feedback was gathered to evaluate student perception and satisfaction. Additionally, a retention test was administered two weeks later to assess the durability of the knowledge acquired.

resultsBoth GBL and PBL methodologies effectively improved student performance in microbiology, as indicated by mean scores, score ranges, and highest scores. However, statistical analysis showed no significant difference between the two methods, suggesting that GBL and PBL were equally effective. Student feedback indicated higher satisfaction and better overall perception of GBL than PBL, specifically in aspects such as understanding concepts, clearing doubts, and improving performance. Frequent application of these methods across various topics may further enhance student learning capabilities.

conclusionIncorporating GBL and PBL into medical curricula significantly enhances learning outcomes, promotes positive student perceptions, and fosters self-directed lifelong learning among undergraduate medical students. These innovative teaching methodologies could be beneficially integrated into medical education to enhance student engagement and educational effectiveness.