Game-Based Teaching in Medical Education:An Experimental Assessment of Students’ Satisfaction

Background: Medical learning is a complicated phenomenon which involves critical thinking and problem-solving ability. To make the medical subjects interesting, it's important to try out implementation of an innovative and interesting method for teaching and learning. Game-based or quiz-based learning is a challenging learning tool that promote active learning and team participation and it provides a better learning environment. The aim of this study was to assess medical students’ satisfaction using game-based teaching method which may provide insights for better learning environment. Materials and methods: This experimental study was conducted in the Department of Physiology, Chittagong Medical College and Institute of Applied Health Science, Chattogram during the period from January to December 2024. Total 126 apparently healthy 1st year medical students were included in this study by stratified random sampling. All students were undergone a pre-intervention test to measure their baseline knowledge on the chosen content. Then they were randomly allocated into experimental and control groups by lottery method. Traditional Lecture-Based Learning (TLBL) was used for teaching in the control group and Game-Based Learning (GBL) method was used in the experimental group. Just after implementing two teaching methods, a post-intervention test was done in both groups to measure their knowledge achievement. A retention test and a satisfaction survey was arranged after two weeks to assess the students’ retention of knowledge and satisfaction, in which 59 students in experimental group and 63 students in control group participated. Students in both groups were given a questionnaire to measure their satisfaction. Differences in satisfaction score and satisfaction level between two groups was assessed using unpaired t-tests and χ2 test, respectively. Result: In this study, mean value of satisfaction score was significantly higher in the experimental group than the control group (p≤0.05). Majority of the students in experimental group replied with strongly agreed while a poor percentage of the students in control group replied with strongly agreed (p≤0.001) regarding their teaching technique. Conclusion: The result of this study suggested that game-based teaching-learning was well liked and accepted by students as a more satisfying teaching method. Chatt Maa Shi Hosp Med Coll J; Vol.25 (2); July 2026; Page 47-50