Abstract:
First-year pharmacy students lacked confidence in their literature-searching skills. The course instructor updated the existing active learning activities using game-based learning strategies. Game-based learning can immerse students into content in a fun and interactive manner. Literature searching is taught over two weeks and is divided into basic and advanced searching techniques. A crossword puzzle was created for basic searching techniques, and a virtual escape room was created for advanced searching techniques. Overall, the gamification of literature searching in this course resulted in increased student engagement with the content, increased assignment scores, and positive feedback after each session.
Keywords:
Game-Based Learning, Educational Games, Literature Searching
Outcomes:
Explain how game-based learning can increase student engagement and learning.
Describe the use of game-based learning activities to supplement or replace traditional lectures.
Identify existing course content that can be enhanced using game-based learning.
Hear it from the author:
Audio Transcript:
At our institution first-year pharmacy students (P1s) are introduced to literature searching during the Introduction to Drug Information course. The liaison librarian embedded into this course found that students were struggling with feeling confident in their literature searching skills and wanted to find a more engaging way for students to practice literature searching. This course is set up in a completely flipped classroom style, where students watch pre-class videos, and complete pre-class assignments before coming to an in-person 50-minute active-learning session. Literature searching is taught over a two-week period and is broken up into basic and advanced modules. Previously, students completed a handout individually in class before reviewing it together as a group. After reviewing the literature and conference abstracts for currently used techniques, game-based learning was chosen to revamp the modules. A crossword puzzle was created for basic literature searching week, and a virtual escape room was created for the advanced literature searching week. Students were asked to work in small groups to complete the activity and a prize was given to the first team to finish. Overall, the gamification of literature searching in this course was a success in getting students more engaged with the content. Student feedback after each session was positive, and a comparison of end-of-year evaluations showed that students enjoyed gamification, even going as far as to ask for more games and more group work. Students scored higher on their literature searching assignment after implementing these activities and the librarian received fewer emails asking for clarification or requesting to meet. Future steps include a research project to evaluate ways to incentivize student engagement with flipped content throughout the course.
References:
Cain, J., & Piascik, P. (2015). Are serious games a good strategy for pharmacy education? American Journal of Pharmaceutical Education, 79(4), 47. https://doi.org/10.5688/ajpe79447
Gorman E. F. (2021). Increasing student engagement using an Amazing Race-style competition. Journal of the Medical Library Association: JMLA, 109(3), 478–482. https://doi.org/10.5195/jmla.2021.1178
Oestreich, J. H., & Guy, J. W. (2022). Game-based learning in pharmacy education. Pharmacy (Basel, Switzerland), 10(1), 11. https://doi.org/10.3390/pharmacy10010011
van Gaalen, A. E. J., Brouwer, J., Schönrock-Adema, J., Bouwkamp-Timmer, T., Jaarsma, A. D. C., & Georgiadis, J. R. (2021). Gamification of health professions education: A systematic review. Advances in Health Sciences Education: Theory and Practice, 26(2), 683–711. https://doi.org/10.1007/s10459-020-10000-3