Please use this identifier to cite or link to this item: https://doi.org/10.1002/ca.23249
DC FieldValue
dc.titleGamifying anatomy education
dc.contributor.authorAng, ET
dc.contributor.authorChan, JM
dc.contributor.authorGopal, V
dc.contributor.authorLi Shia, N
dc.date.accessioned2022-04-19T06:47:53Z
dc.date.available2022-04-19T06:47:53Z
dc.date.issued2018-10-01
dc.identifier.citationAng, ET, Chan, JM, Gopal, V, Li Shia, N (2018-10-01). Gamifying anatomy education. Clinical Anatomy 31 (7) : 997-1005. ScholarBank@NUS Repository. https://doi.org/10.1002/ca.23249
dc.identifier.issn08973806
dc.identifier.issn10982353
dc.identifier.urihttps://scholarbank.nus.edu.sg/handle/10635/219287
dc.description.abstractThe objective of our research is to find out if gamification increases motivation for self-directed learning (SDL) of human anatomy among year 1 medical students, and more importantly, their academic grades (n = 120). At the NUS Yong Loo Lin School of Medicine, anatomy teaching has traditionally been delivered via didactic means. To encourage more active learning, suitable games (non-digital) and the script concordance test were utilized to enhance the process. The flipped classroom approach was also introduced to further trigger active learning. In addition, the use of mobile apps (digital) was also initiated as supplements for SDL. Feedback was collected based on the previously validated PRO-SDL scale. Results from the research yielded inconclusive evidence to support enhanced motivation among our students due to gamification (P > 0.05). However, it did help to encourage active participation for a “fun learning” experience supported by numerous positive comments. More importantly, the participant's continuous assessment (CA1, CA2, and CA3) and objective specific practical exam results were better than the cohort's average (P < 0.05), suggesting that enhanced meta-cognition, and factual recall had taken place. While it is positive, there are some caveats to note with gamification, first and foremost, that it is tutor dependent. Taken together, gamification could represent a new paradigm for anatomy education, and also an opportune time to change the prevailing culture in the healthcare and education industry. Clin. Anat. 31:997–1005, 2018. © 2018 Wiley Periodicals, Inc.
dc.publisherWiley
dc.sourceElements
dc.subjectanatomy
dc.subjecteducation
dc.subjectgamification
dc.subjectAnatomy
dc.subjectGames, Experimental
dc.subjectHumans
dc.subjectMotivation
dc.subjectProblem-Based Learning
dc.subjectSelf-Directed Learning as Topic
dc.typeArticle
dc.date.updated2022-04-18T16:12:08Z
dc.contributor.departmentDEAN'S OFFICE (MEDICINE)
dc.contributor.departmentDEPT OF ANATOMY
dc.contributor.departmentDEPT OF OTOLARYNGOLOGY
dc.description.doi10.1002/ca.23249
dc.description.sourcetitleClinical Anatomy
dc.description.volume31
dc.description.issue7
dc.description.page997-1005
dc.published.statePublished
Appears in Collections:Staff Publications
Elements

Show simple item record
Files in This Item:
File Description SizeFormatAccess SettingsVersion 
18.pdfPublished version512.71 kBAdobe PDF

CLOSED

None

SCOPUSTM   
Citations

23
checked on Nov 25, 2022

Page view(s)

59
checked on Dec 1, 2022

Download(s)

2
checked on Dec 1, 2022

Google ScholarTM

Check

Altmetric


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.