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Open-Access Web-Based Gamification in Pharmacology Education for Medical Students: Quasi-Experimental Study.

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Bibliographic Details
Title: Open-Access Web-Based Gamification in Pharmacology Education for Medical Students: Quasi-Experimental Study.
Authors: Aloum L; Department of Medical Sciences, College of Medicine and Health Sciences, Khalifa University of Science and Technology, Abu Dhabi, United Arab Emirates., Ibrahim H; Department of Medical Sciences, College of Medicine and Health Sciences, Khalifa University of Science and Technology, Abu Dhabi, United Arab Emirates., Rajasekaran SK; Department of Medical Sciences, College of Medicine and Health Sciences, Khalifa University of Science and Technology, Abu Dhabi, United Arab Emirates., Alefishat E; Department of Medical Sciences, College of Medicine and Health Sciences, Khalifa University of Science and Technology, Abu Dhabi, United Arab Emirates.; Department of Biopharmaceutics and Clinical Pharmacy, Faculty of Pharmacy, University of Jordan, Amman, Jordan.; Department of Biomedical and Translational Sciences, Carle Illinois College of Medicine, University of Illinois Urbana-Champaign, 506 South Mathews Avenue, Urbana, IL, 61801, United States, 1 2172495545.
Source: JMIR medical education [JMIR Med Educ] 2025 Dec 05; Vol. 11, pp. e73666. Date of Electronic Publication: 2025 Dec 05.
Publication Type: Journal Article
Language: English
Journal Info: Publisher: JMIR Publications Country of Publication: Canada NLM ID: 101684518 Publication Model: Electronic Cited Medium: Internet ISSN: 2369-3762 (Electronic) Linking ISSN: 23693762 NLM ISO Abbreviation: JMIR Med Educ Subsets: MEDLINE
Imprint Name(s): Original Publication: Toronto, ON : JMIR Publications, [2015]-
MeSH Terms: Students, Medical*/psychology , Students, Medical*/statistics & numerical data , Pharmacology*/education , Internet* , Education, Medical, Undergraduate*/methods , Problem-Based Learning*/methods , Video Games*, Humans ; Male ; Female ; Educational Measurement ; Surveys and Questionnaires
Abstract: Background: Medical education continues to favor didactic lectures as the predominant method of instruction. However, in recent years, there has been a shift toward active learning methodologies such as gamification.
Objective: This study aimed to describe the implementation of 3 open-access, web-based pharmacology games tailored for medical students: Cross DRUGs, Find the DRUG, and DRUGs Escape Room. The study also evaluated the impact of gamification on knowledge retention, student engagement, and learning experience in pharmacology education.
Methods: We used a quasi-experimental design to examine the effects of gamification on knowledge retention by comparing pretest and posttest scores between the gamer and control groups. Each week, students self-selected into either the gamer group or the control group based on personal preference. All students were provided with online access to the same lecture slides. Students in the control group completed both the pretest and posttest but did not play any of the games. A survey was administered to assess students' perceptions of gamification as a learning tool.
Results: Of the 72 students enrolled in the course, 49 (68%) agreed to participate, with 40 (56%) students completing both the pretest and posttest and being included in our analysis. As participation could vary weekly, an individual student might have appeared in both groups across different weeks, resulting in 59 gamer sessions and 20 control sessions. The mean pretest scores were 6.05 (SD 2.31) for the control group and 6.20 (SD 2.13) for the gamer group. The mean posttest scores were 6.90 (SD 2.02) for the control group and 8.47 (SD 1.30) for the gamer group. The gamer group exhibited significantly improved posttest scores (P=.006), while the control group did not (P=.21). Most respondents (25/30, 83%) found the games enjoyable and agreed that the games effectively helped them understand pharmacological concepts (24/30, 80%). Additionally, 70% (21/30) of students believed they learned better from the gaming format than from didactic lectures. Most favored a blended approach that combines lectures with games or case studies.
Conclusions: Gamification can serve as an effective complementary teaching tool for helping medical students learn pharmacological concepts.
(© Lujain Aloum, Halah Ibrahim, Senthil Kumar Rajasekaran, Eman Alefishat. Originally published in JMIR Medical Education (https://mededu.jmir.org).)
Contributed Indexing: Keywords: gamification; medical education; medical students; open access; pharmacology
Entry Date(s): Date Created: 20251205 Date Completed: 20251205 Latest Revision: 20251207
Update Code: 20251207
PubMed Central ID: PMC12680091
DOI: 10.2196/73666
PMID: 41348914
Database: MEDLINE
Description
Abstract:Background: Medical education continues to favor didactic lectures as the predominant method of instruction. However, in recent years, there has been a shift toward active learning methodologies such as gamification.<br />Objective: This study aimed to describe the implementation of 3 open-access, web-based pharmacology games tailored for medical students: Cross DRUGs, Find the DRUG, and DRUGs Escape Room. The study also evaluated the impact of gamification on knowledge retention, student engagement, and learning experience in pharmacology education.<br />Methods: We used a quasi-experimental design to examine the effects of gamification on knowledge retention by comparing pretest and posttest scores between the gamer and control groups. Each week, students self-selected into either the gamer group or the control group based on personal preference. All students were provided with online access to the same lecture slides. Students in the control group completed both the pretest and posttest but did not play any of the games. A survey was administered to assess students' perceptions of gamification as a learning tool.<br />Results: Of the 72 students enrolled in the course, 49 (68%) agreed to participate, with 40 (56%) students completing both the pretest and posttest and being included in our analysis. As participation could vary weekly, an individual student might have appeared in both groups across different weeks, resulting in 59 gamer sessions and 20 control sessions. The mean pretest scores were 6.05 (SD 2.31) for the control group and 6.20 (SD 2.13) for the gamer group. The mean posttest scores were 6.90 (SD 2.02) for the control group and 8.47 (SD 1.30) for the gamer group. The gamer group exhibited significantly improved posttest scores (P=.006), while the control group did not (P=.21). Most respondents (25/30, 83%) found the games enjoyable and agreed that the games effectively helped them understand pharmacological concepts (24/30, 80%). Additionally, 70% (21/30) of students believed they learned better from the gaming format than from didactic lectures. Most favored a blended approach that combines lectures with games or case studies.<br />Conclusions: Gamification can serve as an effective complementary teaching tool for helping medical students learn pharmacological concepts.<br /> (© Lujain Aloum, Halah Ibrahim, Senthil Kumar Rajasekaran, Eman Alefishat. Originally published in JMIR Medical Education (https://mededu.jmir.org).)
ISSN:2369-3762
DOI:10.2196/73666