Persuasive gamify problem-based learning in medical curriculum: a promising and engaging approach for learning clinical applied anatomy

Abdul Ghani, Azril Shahreez and Yusoff, Muhamad Saiful Bahri and Mohd Fakri, Nik Rizal and Hadie, Siti Nurma Hanim (2022) Persuasive gamify problem-based learning in medical curriculum: a promising and engaging approach for learning clinical applied anatomy. Malaysian Journal of Medicine and Health Sciences, 18 (Suppl. 22). p. 12. ISSN 1675-8544 E-ISSN 2636-9346

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Abstract

Introduction: Anatomy is a content-driven subject which is taught during the preclinical phase of medical curriculum. In Malaysian medical schools, clinical application of anatomy knowledge during the preclinical years is mainly emphasized during the problem-based learning (PBL). However, previous studies have shown that effectiveness of traditional PBL is inconclusive, and it is dependent on systematic and strategic implementations to ensure active participations from students. Hence, using the Maastricht 7-steps PBL process as foundational framework, this study aimed to develop the persuasive gamify PBL framework in medical curriculum, which is more systematic and engaging compared to the traditional PBL. Methodology: Two scoping reviews were conducted: 1) to explore the effective learning behaviour of students in PBL, and 2) to discover the persuasive gamify elements that enhanced students’ learning. The evidence-based elements from both scoping reviews were mapped according to the Maastricht 7-steps process. Result: The mapped process generated nine principles with their strategies namely: (1) realistic case scenario; (2) clarify unfamiliar words through interactive questioning; (3) highlight and justify key problem; (4) interactive problem analysis; (5) link the information using schematic mapping; (6) formulate important learning issues; (7) showcase self-study outcome and peer support effort; (8) interactive knowledge sharing; and (9) gamified-based assessment and feedback. Conclusion: This study proposed an evidence-based persuasive gamify PBL framework that serves as a systematic guideline in creating an engaging PBL instructions. Considerably more work will need to be done to determine the effectiveness of this guideline in enhancing horizontal and vertical integration of anatomy knowledge.

Item Type:	Article (Abstract)
Uncontrolled Keywords:	Anatomy Education, Problem-Based Learning (PBL), Persuasive Gamification, Maastricht 7-Step Framework, Medical Curriculum, Student Engagement, Gamified Learning
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education > LB2300 Higher Education L Education > LB Theory and practice of education > LB41 Aims and objectives of education. Sustainable education N Fine Arts > NC Drawing Design Illustration > NC760 Special subjects > NC765 Human anatomy Q Science > QM Human anatomy
Kulliyyahs/Centres/Divisions/Institutes (Can select more than one option. Press CONTROL button):	Kulliyyah of Medicine > Department of Basic Medical
Depositing User:	Dr Azril Shahreez Abdul Ghani
Date Deposited:	26 Jan 2025 11:23
Last Modified:	26 Jan 2025 11:23
URI:	http://irep.iium.edu.my/id/eprint/118742

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