ArticleBiochemistry and molecular biology education : a bimonthly publication of the International Union of Biochemistry and Molecular Biology
Outcomes of a Foundational Sciences Daily Engagement Game in Medical Education.
Article in Biochemistry and molecular biology education : a bimonthly publication of the International Union of Biochemistry and Molecular Biology. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
1 author.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Daily engagement games are widely used as motivational tools in applications ranging from language learning to medical licensing board preparations. In medical education, continuous engagement with basic science concepts has benefits for the understanding of complex clinical correlations and the development of adaptive learning skills. This study was designed to determine if medical students respond positively to biochemistry and genetics daily engagement games and if the games have measurable effects on learning. The study employed a quasi-experimental pretest-posttest design with voluntary participation. Response to the intervention was assessed through a post-intervention survey. Grade differences before and after the intervention were measured as learning outcome, thereby controlling for baseline academic ability. Other factors assessed were engagement with course materials and practice quizzes as well as performance in a parallel challenging course. A total of 445 students participated in four games over the course of 2 years. Student reactions were overwhelmingly positive with participation rates holding steady, first-round participants eager to participate in a second round, and participants agreeing that the game was an efficient way to prepare for exams. However, linear regression models and participant/non-participant group comparisons failed to show correlations of grade differences with game participation and/or overall course engagement. The foundational question-of-the-day games were well-received by students and proved to be popular additions to the curriculum. While the data do not support the hypothesis that game participation improves learning outcomes, it is evident that participation also does not negatively impact students' performance.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.