MedEdPORTAL : the journal of teaching and learning resources · 2025
Integrating Gamification and Flipped Classroom Strategies in Medical Education: A Classroom Action Research on Lower Urinary Tract Symptoms.
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Boonchai Sarayuth, Boonchai Ratikorn
Аннотация
INTRODUCTION: Traditional narrative lectures in medical education often result in cognitive overload and disengagement. Flipped classrooms offer a feasible alternative by promoting active learning and preparation. We integrated flipped classroom strategies with gamification to enhance learning in lower urinary tract symptoms (LUTS) education.
METHODS: Fifth-year medical students enrolled in the Preoperative to Postoperative Care V course, comprising 112 hours of clinical training and 24 lectures, participated in this educational session. Students received preclass materials and completed presession tests and psychometric assessments. During the 90-minute LUTS session, interactive Kahoot! quizzes were administered in three segments, covering classification, differential diagnosis, and treatment of LUTS, followed by a postsession test and summative assessment. Data were analyzed using nonparametric and Spearman's rank correlation tests.
RESULTS: Of 162 students completing the presession test, 115 completed the postsession test and psychometric evaluation. Significant improvements were observed across all objective domains. The mean confidence level (on a 5-point Likert scale) increased from 2.78 to 4.26 (p < .001), and satisfaction improved from 4.62 to 4.81 (p = .005). High presession test scores (above mode of eight cutoff) were associated with higher pass rates on the final multiple-choice exam (p = .04), and a weak yet significant correlation was found between postsession test scores and OSCE performance (r = 0.20, p = .03).
DISCUSSION: Combining a flipped classroom approach and gamification fostered active learning, improved engagement, and enhanced knowledge retention in LUTS education. These findings support innovative teaching and inform future research on long-term clinical practice.
METHODS: Fifth-year medical students enrolled in the Preoperative to Postoperative Care V course, comprising 112 hours of clinical training and 24 lectures, participated in this educational session. Students received preclass materials and completed presession tests and psychometric assessments. During the 90-minute LUTS session, interactive Kahoot! quizzes were administered in three segments, covering classification, differential diagnosis, and treatment of LUTS, followed by a postsession test and summative assessment. Data were analyzed using nonparametric and Spearman's rank correlation tests.
RESULTS: Of 162 students completing the presession test, 115 completed the postsession test and psychometric evaluation. Significant improvements were observed across all objective domains. The mean confidence level (on a 5-point Likert scale) increased from 2.78 to 4.26 (p < .001), and satisfaction improved from 4.62 to 4.81 (p = .005). High presession test scores (above mode of eight cutoff) were associated with higher pass rates on the final multiple-choice exam (p = .04), and a weak yet significant correlation was found between postsession test scores and OSCE performance (r = 0.20, p = .03).
DISCUSSION: Combining a flipped classroom approach and gamification fostered active learning, improved engagement, and enhanced knowledge retention in LUTS education. These findings support innovative teaching and inform future research on long-term clinical practice.