Randomized study: lecture versus gamification in knowledge retention in Medical students

ABSTRACT Introduction: Even in the presence of a generation of students created in the gaming and interactivity environment, the Gamification methodology associated with interactive stories has not yet been sufficiently tested through studies with greater statistical power. Objective: This study aims to compare knowledge retention in medical students exposed to lectures or classes through games and interactive stories and to compare levels of knowledge acquisition and satisfaction after exposure to the two mentioned different methodologies. Methods: It is characterized as a randomized, controlled, crossover study comparing the use of Gamification classes and Interactive Stories with the use of Traditional Classroom method. The main outcomes assessed were the level of knowledge retention one month after exposure to the last class, the increase in knowledge before and after each class, and the level of satisfaction at the end of each class. Statistical analysis was performed using the Wilcoxon signed rank test with a significance level set at 5%. Results: Eighty-three students attending the 5th and 6th years of medical school were enrolled in this study. Knowledge fixation in the Gamification and Stories group was 3.6 times higher (p <0.001) than in the Lecture group. Knowledge acquisition and satisfaction levels were also higher in the Gamification group. Conclusion: The present study indicates that the Gamification methodology with Interactive Stories methodology is superior to the Traditional Class regarding knowledge retention in medical students. Moreover, the knowledge acquisition and satisfaction levels were also superior.