What Can Be Achieved With Motivation-Based Teaching of Medical Students? A Monocentric Retrospective Audit of Retention Among Highly Motivated Graduates Who Underwent the Learning-by-Doing Concept in Anesthesiology and Intensive Care Medicine

Overview

Journal JMIR Serious Games

Publisher JMIR Publications

Specialty Medical Informatics

Date 2019 Apr 10

PMID 30964443

Citations 2

Authors

Martina Klincova

Hana Harazim

Daniel Schwarz

Martina Kosinova

Olga Smekalova

Petr Stourac

Affiliations

Soon will be listed here.

Abstract

Background: Medical education, in general, is undergoing a significant shift from traditional methods. It becomes very difficult to discover effective teaching methods within the limited possibilities in patient hands-on education, especially as seen in anesthesiology and intensive care medicine (AIM) teaching. Motivation-based teaching is very popular in all other aspects of education, but it has received scant attention in medical education literature, even though it can make a real difference for both students and physicians.

Objective: The primary aim of this retrospective audit was to find out if proper motivation-based teaching of students via the development of AKUTNE.CZ's serious games can help retain graduates of the Faculty of Medicine of Masaryk University (FMMU) for the AIM specialty.

Methods: Motivation-based teaching and the learning-by-doing concept were applied to a subject called Individual Project. Our topic, The Development of the Multimedia Educational Portal, AKUTNE.CZ, has been offered since 2010. The objective has been the development of supportive material in the form of interactive algorithms, serious games, and virtual patients for problem-based learning or team-based learning lectures aimed at acute medicine. We performed a retrospective questionnaire evaluation of all participants from the 2010-2017 period, focusing on their choice of medical specialty in 2017. The data were reported descriptively.

Results: We evaluated 142 students who passed Individual Project with topic The Development of the Multimedia Educational Portal, AKUTNE.CZ during 2010 to 2017. In this period, they developed up to 77 electronic serious games in the form of interactive multimedia algorithms. Out of 139 students in general medicine, 108 students (77.7%) had already graduated and 37 graduates (34.3%) worked in the AIM specialty. Furthermore, 57 graduates (52.8%) chose the same specialty after graduation, matching the topic of their algorithm, and 37 (65%) of these graduates decided to pursue AIM.

Conclusions: Motivation-based teaching and the concept of learning-by-doing by the algorithm/serious game development led to the significant retention of FMMU graduates in the AIM specialty. This concept could be considered successful, and as the concept itself can also be well integrated into the teaching of other medical specialties, the potential of motivation-based teaching should be used more broadly within medical education.

Citing Articles

Conceptual Ambiguity Surrounding Gamification and Serious Games in Health Care: Literature Review and Development of Game-Based Intervention Reporting Guidelines (GAMING).

Warsinsky S, Schmidt-Kraepelin M, Rank S, Thiebes S, Sunyaev A J Med Internet Res. 2021; 23(9):e30390.

PMID: 34505840 PMC: 8463952. DOI: 10.2196/30390.

Mapping Behavioral Health Serious Game Interventions for Adults With Chronic Illness: Scoping Review.

Thomas T, Sivakumar V, Babichenko D, Grieve V, Klem M JMIR Serious Games. 2020; 8(3):e18687.

PMID: 32729836 PMC: 7426803. DOI: 10.2196/18687.

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