Document Type : Original Article


Department of Community Medicine USM‑KLE International Medical Programme, Belagavi, Karnataka, India


BACKGROUND: Game‑based education is fast becoming an innovative teaching approach in the field
of medical education. Traditional review sessions (tutorials) are mainly focused on instructor‑based
learning and they help to review concepts previously taught in the lecture class. The primary objective
was to evaluate the cognitive learning of students in game based learning (GBL) as compared to the
conventional review sessions. The secondary objectives were to assess the perception and feedback
of students regarding GBL and conventional review sessions.
MATERIALS AND METHODS: An interventional GBL study was designed for 2nd year MBBS
students. The enrolled students were randomly assigned to either tutorial (Group A) or GBL (Group
B), and informed consent was obtained. Group B students were further divided into smaller groups,
and for Group A, the traditional tutorial method was followed. For both the groups, a multiple choice
question (MCQ) pre‑test and post‑test was conducted on the selected topics. A total of 15 MCQs with
gradually increasing difficulty were used in the GBL. For each group of students, one student would
be on hot seat by answering the questions and then continued the game. Lifelines were provided.
RESULTS: From the pretest and posttest scores, students performed better in Group B (39.53%)
than Group A (18.43%) with respect to the knowledge score, and the difference was statistically
significant. Students’ perception and feedback regarding GBL were very enthusiastic and promising
than the tutorial group. Largely, students commented that GBL was unique, active participation, fun,
and novel learning style.
CONCLUSIONS: GBL is a student‑centered learning and showed more effective than the traditional
tutorials in understanding the topic and was more enjoyable by students.


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