A study assessing the educational value of serious games in infectious diseases – Going beyond memorization

Abstract

Background The method in which infectious diseases (ID) content is taught influences the career choices of healthcare professionals. A survey of medical residents found that memorization was the most common teaching method used for 78% of residents that were uninterested in a career in ID compared with only 33% for residents who were interested in an ID career. Alternatives to memorization need to be investigated and assessed Methods During a one-time 3 hour session, pharmacy students engaged in 6 game-based active learning strategies each lasting 20 minutes. These strategies included audience response (Kahoot), simulation (Septris), problem-based learning (Carmen STD-go), a card game (BugOut!), a board game (Chutes and Ladders), and a quiz game (Catchphrase). Students then completed a survey for each game. Results Forty-one students participated in the study and completed surveys. Students used a Likert scale from 1 to 10 (1=lowest value, 10=highest value) to evaluate aspects of each game. The mean educational value scores were Chutes and Ladders 8.58, Kahoot 7.24, Catchphrase 7.07, Septris 6.71, Carmen STD-go 6.20, and BugOut! 6.20. Educational value scores were statistically higher for the audience response, board, and quiz game compared with the simulation, card, and problem-based learning games. The percent of students that would recommend adding each game to the curriculum was 92.7% for Catchphrase, 87.8% for Chutes and Ladders, 82.9% for Kahoot, 78.0% for Carmen STD-go, 68.3% for Septris, and 61.0% for BugOut!. The percent of students indicating that the game increased their level of interest in ID was 92.7% for Chutes and Ladders, 87.8% for Catchphrase, 75.6% for Kahoot, Carmen STD-go, and BugOut!, and 65.9% for Septris. Conclusion The majority of students indicated that all games increased their level of interest in ID and would recommend adding them to their schools curriculum. These six active learning games appear to be viable options for inclusion into teaching techniques and may increase healthcare students’ career interest in ID.