Journal of Education and Health Promotion

Abstract BACKGROUND: Gamification involving application of elements of game play that provides unique 
opportunities to learners to sail through complex medical concepts is gaining importance in medical 
education. The current study was aimed at assessing the perception of medical students regarding 
checkerboard game in enhancing learning process.
MATERIALS AND METHODS: The present prospective cross‑sectional study was conducted at the 
microbiology department. The fifth-year medical students of the academic year 2018–19 were the 
participants. Pre‑ and post‑test scores and self‑administered questionnaire regarding effectiveness 
of the checkerboard game‑based learning were used as assessing tools. The data were collected, 
tabulated, and statistically analyzed using SPSS version 20. The pre‑ and post‑test scores of students 
were statistically analyzed using paired t test. A descriptive analysis on the 3‑point Likert scale of 
effectiveness survey was measured and expressed in percentages.
RESULTS: In total, 124 fifth-year medical students participated in the study. Majority (89.5%) of them 
liked the game, nearly 86% opined that game was enjoyable and created interest. Approximately 
88% indicated game helped them to understand the topic, enhanced learning, and thus improved the 
knowledge. Most students (79%) also believed that game encouraged critical thinking and problem 
solving, while 75% felt that it improved their communication skills. Around 70% felt that game was 
also useful for exam preparation and nearly 90% recommended to use the game more frequently.
CONCLUSION: From the results of the study, it can be concluded that checkerboard game‑based 
learning method is effective in fostering learning process and cognition of medical students in the 
microbiology course.

Abstract BACKGROUND: New gamification technology with a detailed understanding of the goals and
prospects, and with the help of game elements and techniques, leads to promotion of motivation
and participation, and ultimately behavior change. Therefore, this study aimed to evaluate the
implementation of a mental gamification from blended learning based on the flex model and efficacy
of this program on students.
METHODS: In this study, with the design of mental illness lessons for undergraduate and executive
groups, using flex model, two parts of technical and educational design were used. In the technical
section, three parts on dynamics, mechanisms, and elements of gaming were considered. Intervention
was studied on different groups of medical students including medical, health, and laboratory
sciences. Effect of this educational program and its impact on their students’ learning, motivation,
and satisfaction was studied using quantitative and qualitative analyses.
RESULTS: The results of the students’ prospective about the efficacy of the method showed that the
mean scores of most of the items were higher than the average. This implies that students’ attitude
toward using gamification was positive. In the other part, the qualitative results of the study were
analyzed and the students’ analysis of their advantages and disadvantages and their perceptions
on the impact of the intervention was examined.
CONCLUSION: Based on the flex model, mental gamification based on blended learning is effective
in shaping the students’ satisfaction.

Abstract Globally, health is regarded as a booming industry with greater stress being laid on high quality,
accountability, and transparency. Traditional medical curricula rely primarily on clerkships during
the clinical period of study to train clinical skills, while the preclinical period is mainly used to teach
the basic sciences. In recent years, the early introduction of clinical skills training has received
increased attention. This review aims to identify and summarize teaching approaches of clinical
skills for medical students during preclinical years, namely,  (1) framing objectives  (2) learning
activities, and (3) evaluation strategies. Although the clinical tutor’s role is to ensure that students
receive effective preclinical skills through different modes of learning (lectures, presentations, and
problem‑based learning), the role of advanced technologies, namely, simulation‑based learning
platforms and gamification are found to be very successful. To improve the communication skills,
there is strong evidence in support of role plays, and similarly, for enhancing observation skills, an
introduction of fine arts in clinical skills training was found to be very useful. Medical schools worldwide
should give high priority to conduct faculty development programs on various aspects of training
and teaching modalities, evaluation strategies, and improving the evaluation of various clinical skills.
Students should be provided with sufficient learning opportunities including a well‑equipped clinical
skills laboratory and individual attention, and constructive feedback should be given to students for
building their confidence level during their learning process.