Abstract: FR-PO016
Kahoot Is a Hoot: Gamification of Ambulatory CKD Lectures for Internal Medicine Residents
Session Information
- Classroom to Bedside: Transforming Medical Education
October 25, 2024 | Location: Exhibit Hall, Convention Center
Abstract Time: 10:00 AM - 12:00 PM
Category: Educational Research
- 1000 Educational Research
Authors
- Labagnara, Kevin, Northwell Health, New Hyde Park, New York, United States
- Tan, Gary, Northwell Health, New Hyde Park, New York, United States
- Begum, Farhana, Northwell Health, New Hyde Park, New York, United States
- Mehrishi, Aarika, Jericho High School, Jericho, New York, United States
- Jhaveri, Kenar D., Northwell Health, New Hyde Park, New York, United States
Background
The time constraints of medical residency make it challenging to keep learners engaged while covering essential topics. Emerging literature suggests gamification may be an effective supplement, and in some cases an alternative, to the traditional lecture. We aimed to study how game-based lectures affect resident content mastery by utilizing the online trivia-based platform Kahoot.
Methods
A single-center, prospective study was conducted on categorical internal medical residents during their ambulatory CKD lecture series. Residents received either a traditional in-person lecture or a similar version gamified with the Kahoot platform, followed by pre- and post-lecture surveys including board-style questions on CKD management. Those who completed both pre- and post-lecture surveys were included in the final sample. Statistical analysis utilized the Mann Whitney U and Chi-Square tests, along with logistic regression to control for the training year.
Results
62 residents completed both surveys, of which 36 (58%) received the gamified lecture. 40% (n=25) were in their first year of training, while 2nd and 3rd years comprised 34% (n=21) and 26% (n=16) of respondents respectively. 58% (n=36) scored higher on the post-survey, while the majority reported higher confidence (n=39, 63%) and comfort (n=46, 74%) in managing CKD.
When analyzing changes in pre- and post-lecture survey metrics, no significant differences were noted between traditional and gamified groups in total score and percent (p=0.45), confidence (p=0.18), or comfort (p=0.54) (Table 1). Furthermore, no differences were noted when controlling for the PGY training year (OR=0.84, 95% CI: 0.28-2.49, p=0.74).
Conclusion
Our study shows that when used as a supplement, Kahoot may be an effective method to engage learners while maintaining lecture content and quality. Further studies are needed to assess its effectiveness in a virtual setting.