Gamifying Pathology: A Novel Approach to Improve Student Engagement and Academic Performance | ||
| Benha Medical Journal | ||
| Volume 42, Issue 10, October 2025, Pages 36-42 PDF (749.13 K) | ||
| Document Type: Original Article | ||
| DOI: 10.21608/bmfj.2025.397208.2491 | ||
| Authors | ||
| Maghizh Jemima M1; Madhumittha R2; Shaik Hifza Jasmine3; Karthika Padmavathy* 4 | ||
| 1Pathology, Sri Lalithambigai Medical College And Hospital, Dr M.G.R Educational And Research Institute, Chennai | ||
| 2Pathology, Sri Lalithambigai Medical College and Hospital, Dr M.G.R. Educational and research institute, chennai | ||
| 3Pathology, Sri Lalithambigai Medical College And Hospital, Dr M.G.R Educational And Research Institute,Chennai | ||
| 4Pathology, Sri Lalithambigai medical college and Hospital, Dr M.G.R. Educational and Research institute, Chennai | ||
| Abstract | ||
| Background: Traditional lecture-based teaching in medical college may not be the best way to get students interested or help them remember difficult topics like pathology. The National Medical Commission (NMC) has introduced the Competency-Based Medical Education (CBME) curriculum from 2019, which puts more emphasis on active learning. Consequently, researchers are exploring numerous innovative teaching methods. This study looks at how using Bingo and crossword puzzles as a way to learn can help MBBS students do better in pathology. Methods: A total of 157 MBBS students in Phase II, enrolled under the CBME curriculum, were included in the study. During their self-directed learning time, they played pathology-themed bingo and crossword puzzles without any previous preparation. There were 70 students in the session. Two weeks later, all students took a formative test that had 20 MCQs (1 mark each) and 15 short-answer questions (2 marks each), for a total of 50 marks. We compared the performance of the 63 students who attended the game session and took the test with those who didn't participate. The analysis excluded 13 students who were absent. Results: Out of 144, those who played the game (n = 63) did much better than those who didn't (n = 81). The median total score for people who attended was 42 (IQR 40–46), while the median total score for people who didn't attend was 27 (IQR 24.5–29.5). There were statistically significant differences in all parts, including MCQs, short answers, and total marks (p < 0.001, Mann–Whitney U test). | ||
| Keywords | ||
| game-based learning; pathology education; academic performance; active learning; interactive teaching | ||
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