Systematization of experiences: gamification as an assessment tool in an intensive Dermatology course
DOI:
https://doi.org/10.5377/wani.v1i83.21383Keywords:
active learning, educational management, educational technology, medical sciences, teaching methodsAbstract
Gamification emerges as an innovative pedagogical assessment strategy which helps motivate, promotes participation, and reinforces the desire to learn, thus having the potential to enhance the teaching-learning process in medical education. The main objective of this study was to analyze the perceptions and reflections of both faculty and students regarding the use of gamification in the teaching-learning process of Dermatology in the medical program at Bluefields Indian & Caribbean University (BICU). A mixed-methods, descriptive, cross-sectional, prospective study was conducted, employing three data collection techniques: a survey (n = 13), two focus groups (n = 13), and semi-structured interviews with participating faculty (n = 6). The analysis was performed using descriptive statistics and thematic coding, identifying categories related to motivation, participation, and content comprehension. Among the results, high levels of motivation and participation stand out, and the sense of challenge and competition facilitated active student learning. Teachers highlight the feedback and content mastery. Among the challenges, they point to the limitations of features in the free versions of these tools. Experience suggests that implementing these strategies in medical education contexts reinforces learning, motivates students, and creates a competitive environment that fosters better learning.
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