Comparison of Learning Outcomes between Gamification and Small Group Discussion in Head and Neck Clinical Anatomy among Phase 1 Medical Undergraduate Students

Abstract

Background: Anatomy teaching–learning often requires innovative teaching methods to enhance retention and engagement. This study compares the learning outcomes of gamification-based learning with small group discussions (SGDs) in understanding head and neck clinical anatomy. Methodology: In a prospective interventional randomized controlled study with 150 phase 1 medical students, learning outcomes of gamification-based learning and SGD were evaluated. Students were stratified by prior academic performance and equally assigned to two groups: an intervention group using gamification with branching clinical case scenarios via H5P (HTML5 Package) on Moodle and a control group participating in faculty-led SGD. Both groups undertook a multiple-choice pretest and post-test questionnaire comprising 15 questions. The gamification group navigated progressively difficult scenarios with clinical decision-making, while SGD focused on case-based discussions. Student perceptions were assessed using a Likert-scale survey. Independent t-tests and Chi-square tests analyzed cognitive scores and engagement. Results: Of 142 students, 70 per group were analyzed. The gamification group showed significant improvement in posttest scores (11.79 ± 3.9 vs. 8.9 ± 3.58, P < 0.001) compared to SGD (9.83 ± 2.24 vs. 8.1 ± 2.3, P < 0.001). Posttest scores were significantly higher in the gamification group (P < 0.001). Survey results indicated that 97% found gamification effective, with 94.2% reporting motivation compared to 74.2% for SGD. Conclusion: Gamification significantly enhances cognitive and affective learning outcomes in head and neck anatomy compared to SGD. Its interactive, clinically relevant design promotes engagement and retention, suggesting its potential as a valuable tool in medical education.