Feasibility of Kahoot! as a Real-Time Assessment Tool in (Histo-)pathology Classroom Teaching.
Feasibility of Kahoot! as a Real-Time Assessment Tool in (Histo-)pathology Classroom Teaching.
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DOI：
10.2147/amep.s264821
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发表时间：
2020
影响因子：
2
通讯作者：
Kiesslich T
中科院分区：
文献类型：
--
作者：
Neureiter D;Klieser E;Neumayer B;Winkelmann P;Urbas R;Kiesslich T
在过去的几年里，游戏化等新技术不断被整合到医学教育中。然而，这类游戏平台的好处和实施情况并没有得到明确的研究。这一分析评估了Kahoot的可行性！将简单性和低成本性能作为组织病理学医学教育的学习/教学工具。在这项可行性初步研究中，我们为不同的良性肿瘤和恶性肿瘤开发了36个模块，涵盖四个主要主题：胃肠道、皮肤科、泌尿生殖道和血液学。每个模块包括基于组织形态文本的问题，用于二年级医学生的教育。网络游戏平台Kahoot！在“经典”医学教育前后匿名实施，其中包括使用基于Microsoft PowerPoint的演示结合显微镜演示讨论每个肿瘤实体的组织切片。参与的学生被邀请参加关于在线教育方法的七个问题的评估。总体而言，51名学习班的学生中有23人完成了Kahoot的前评估和后评估！在一个或多个器官系统中。正确回答的百分比从最初的47.2/45%上升到77.2/76.3%。同时，从评估前到评估后，回答问题的时间减少了大约50%(从9.1/8.3秒的平均/中位数时间减少到5.1/4.3秒)。结果与性别无关；然而，不同器官系统之间存在得分差异。学生们积极评价游戏平台Kahoot的日常实施！在医学教育中。卡胡特！作为一种简单、直接、低成本的应用于医学教学，提高病理形态学专题的学习效果，学生接受度较高。基于Kahoot！的评估也应该在组织病理学领域的更高级主题中进行。
New technologies like gamification are continuously integrated into medical education during the last years. However, the benefit and implementation of such gaming platforms are not clearly studied. This analysis assesses the feasibility of Kahoot! regarding simplicity and low-cost performance as a learning/teaching tool for medical education in (histo-)pathology. In this feasibility pilot study, we developed 36 modules for different benign and malignant tumors, covering four major topics: gastrointestinal tract, dermatology, urogenital tract, and hematology. Each module included histomorphological text-based questions for education of 2nd-year medical students. The online gaming-platform Kahoot! was anonymously implemented before and after “classical” medical education which included discussions of histological slides for each tumor entity using Microsoft PowerPoint-based presentations in combination with microscopical demonstrations. Participating students were invited to a seven-questions evaluation about the online educational approach. Overall, 23 of 51 students of the study class completed the pre- and the post-evaluation of Kahoot! in one or more organ systems. The percentage of correct answers increased from the initial mean/median of 47.2/45% to 77.2/76.3%. Simultaneously, the time for answering questions decreased by roughly 50% (from mean/median time of 9.1/8.3 seconds to 5.1/4.3 seconds) from pre- to post-assessment. The results were independent of gender; however, there were scoring differences between the different organ systems. Students positively evaluated the routine implementation of the gaming-platform Kahoot! within medical education. Kahoot! is as a simple, direct, and low-cost application in medical teaching improving learning outcomes of pathomorphological topics with high acceptance by students. Kahoot!-based evaluations should be also performed in more advanced topics in the field of histopathology.