Proceedings of The Physiological Society

Europhysiology 2018 (London, UK) (2018) Proc Physiol Soc 41, C116

Oral Communications

Teaching physiology using a Gamified Flipped Classroom model.

D. Bovell1, S. Holroyd1, S. Latifi1, J. M. Gray1

1. Medical Education, Weill Cornell Medicine Qatar, Doha, Qatar.

Background: Evidence suggests that millennial students favour active teaching methodologies1. In response to the need for more active learning modalities, flipped classroom and gaming have increasingly become part of health professions education2-3. Activity: Flipped classroom sessions presented to undergraduate and medical students were augmented with a review activity conducted using gaming. Students were provided with learning materials, in the format of assigned reading and recorded lecture, for review prior to the activity-driven classroom session. At the session, students were consigned to randomly allocated small groups. Each group was given a separate clinical vignette to solve and to present their findings to the other groups. Based on the pre-session and in-classroom activities, student groups then participated in a gamified review quiz. Teams were awarded points for correctly answered quiz questions. At the end of the sessions, students were asked to complete an anonymous survey on the effectiveness of the activity to their learning and to rank other learning activities they found beneficial. Results: A total of 31/ 48 undergraduate and 28/44 medical students responded to a feedback survey- 90% of respondents found the quiz gamification highly effective. A Mann-Whitney test (U) indicated that the delivery of review content was highly effective for both student groups. However, the undergraduate-students found gamification more engaging than the medical-students (U = 326, p = .04). Interestingly, among seven flipped classroom activities (FCA), Problem based learning was ranked 1st by both student-groups, and Games was ranked 2nd by the medical-students. Nevertheless, statistical test suggested the symmetry of FCA-ranking between both student groups (p>0.05). Discussion: Participant feedback, reported that students found the gaming activity as an effective complement to flipped classroom pedagogy. Students reported high levels of engagement while participating in both activities. Suggested improvements to the quiz format included: A quiz league for all flipped classroom activities; greater review of quiz answers, and improved mechanisms for identification of each team during the quiz. Insights from this pilot are being shared within the institution as a discussion vehicle for incorporating more active learning strategies into the curriculum.

Where applicable, experiments conform with Society ethical requirements