Faculty Advisor

Cheryl Dickson, M.D.

Department

Medicine

Presentation Date

4-2-2026

Document Type

Poster

Abstract

Introduction: Improvements to education are currently being studied, as lectures alone have been shown to lack the ability to engage students effectively. Research has shown that simulation-based methods are promising new methods; however, they still leave room for improvement in the area of motivation. This program was introduced to introduce gamification to the WMed EIH2 program during the simulation section. The aim of this addition is to improve information retention and engagement among the kalamazoo high school student during the program. Methods: During each monthly session, the students were divided into two groups. Both groups completed individual pre-quizzes, followed by a simulation session with or without a gamified component. After the simulation, students were given a post-quiz composed of the same questions as the pre-quiz. Pre- and postquiz score differences assessed knowledge gain. Score differences between groups determined gamification benefits. Results: In this study, we collected both quantitative and qualitative results. The quantitative results consisted of the average quiz scores of each session before and after the simulation. Using binary coding, a two-way ANOVA and linear regression were performed. Of the six sessions, only the gastrointestinal session showed a statistically significant increase in the scores. The resulting p-value for all the sessions was 0.723. However, our qualitative analysis showed a significant increase in student participation and enthusiasm in the gamified simulations. Conclusion/Clinical significance: With the ever-changing healthcare education landscape, it is necessary to continue exploring new options for improving student learning. This project focused on examining the effects of gamification on student engagement. While completing this project, we noted increased student enthusiasm in sessions where games were incorporated. However, our quiz results showed highly variable quiz score changes, with one of the six sessions being statistically significant. In this project, we explored different applications of gamification to lessons and found that the type of game and simulation was key to score improvement. The results of this project highlight some of the ways the EIH2 program can be improved and provide a model for application to other healthcare teaching programs. WMed-2025-1315

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