A web-based review game as a measure of overall course knowledge in pharmacotherapeutics
Implementation of games is common in pharmacy education, but limited information exists about the relationship between students' game performances and course grades. Our study was designed to determine if scores on a comprehensive web-based review game correlate to overall pharmacotherapeutics...
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| Veröffentlicht in: | Currents in pharmacy teaching and learning 2019-08, Vol.11 (8), p.838-842 |
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| creator | Dell, Kamila A. Chudow, Melissa B. |
| description | Implementation of games is common in pharmacy education, but limited information exists about the relationship between students' game performances and course grades. Our study was designed to determine if scores on a comprehensive web-based review game correlate to overall pharmacotherapeutics course and course series grades.
Two cohorts of students in Pharmacotherapeutics IV, the last course in a four course series, were administered a web-based quiz review game (Kahoot!) at the end of the course. Student performance on the game was compared to grades throughout the Pharmacotherapeutics course sequence to determine if the games were reflective of the students' performances. All students enrolled in Pharmacotherapeutics IV in 2016 and 2017 were included in the analysis. Pearson correlation was performed on the scores from the review game compared to the grades in the pharmacotherapeutics course series.
A total of 197 students, 111 in the 2016 cohort and 86 in the 2017 cohort, were included in the analysis. The correlation coefficient (r) for the review scores and Pharmacotherapeutics IV course grade was 0.399 and 0.461 for the 2 cohorts (p |
| doi_str_mv | 10.1016/j.cptl.2019.04.012 |
| format | Article |
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Two cohorts of students in Pharmacotherapeutics IV, the last course in a four course series, were administered a web-based quiz review game (Kahoot!) at the end of the course. Student performance on the game was compared to grades throughout the Pharmacotherapeutics course sequence to determine if the games were reflective of the students' performances. All students enrolled in Pharmacotherapeutics IV in 2016 and 2017 were included in the analysis. Pearson correlation was performed on the scores from the review game compared to the grades in the pharmacotherapeutics course series.
A total of 197 students, 111 in the 2016 cohort and 86 in the 2017 cohort, were included in the analysis. The correlation coefficient (r) for the review scores and Pharmacotherapeutics IV course grade was 0.399 and 0.461 for the 2 cohorts (p < 0.001). Almost all component comparisons between the review scores and the other pharmacotherapeutics course grades were also significantly correlated (p < 0.01).
Student performance on the review game significantly correlated with pharmacotherapeutics course grades. Review games are fun tools to review course content and can serve as an effective method to determine student understanding, progression, and knowledge.</description><identifier>ISSN: 1877-1297</identifier><identifier>EISSN: 1877-1300</identifier><identifier>DOI: 10.1016/j.cptl.2019.04.012</identifier><identifier>PMID: 31227200</identifier><language>eng</language><publisher>United States: Elsevier Inc</publisher><subject>Gamification ; Performance comparison ; Pharmacy education ; Web-based game</subject><ispartof>Currents in pharmacy teaching and learning, 2019-08, Vol.11 (8), p.838-842</ispartof><rights>2019 Elsevier Inc.</rights><rights>Copyright © 2019 Elsevier Inc. All rights reserved.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c356t-705ecf5a9b604f41d3d45b2a277015c445cbbc044911de0dd8dd10a128635a83</citedby><cites>FETCH-LOGICAL-c356t-705ecf5a9b604f41d3d45b2a277015c445cbbc044911de0dd8dd10a128635a83</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktohtml>$$Uhttps://dx.doi.org/10.1016/j.cptl.2019.04.012$$EHTML$$P50$$Gelsevier$$H</linktohtml><link.rule.ids>314,780,784,3550,27924,27925,45995</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/31227200$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Dell, Kamila A.</creatorcontrib><creatorcontrib>Chudow, Melissa B.</creatorcontrib><title>A web-based review game as a measure of overall course knowledge in pharmacotherapeutics</title><title>Currents in pharmacy teaching and learning</title><addtitle>Curr Pharm Teach Learn</addtitle><description>Implementation of games is common in pharmacy education, but limited information exists about the relationship between students' game performances and course grades. Our study was designed to determine if scores on a comprehensive web-based review game correlate to overall pharmacotherapeutics course and course series grades.
Two cohorts of students in Pharmacotherapeutics IV, the last course in a four course series, were administered a web-based quiz review game (Kahoot!) at the end of the course. Student performance on the game was compared to grades throughout the Pharmacotherapeutics course sequence to determine if the games were reflective of the students' performances. All students enrolled in Pharmacotherapeutics IV in 2016 and 2017 were included in the analysis. Pearson correlation was performed on the scores from the review game compared to the grades in the pharmacotherapeutics course series.
A total of 197 students, 111 in the 2016 cohort and 86 in the 2017 cohort, were included in the analysis. The correlation coefficient (r) for the review scores and Pharmacotherapeutics IV course grade was 0.399 and 0.461 for the 2 cohorts (p < 0.001). Almost all component comparisons between the review scores and the other pharmacotherapeutics course grades were also significantly correlated (p < 0.01).
Student performance on the review game significantly correlated with pharmacotherapeutics course grades. Review games are fun tools to review course content and can serve as an effective method to determine student understanding, progression, and knowledge.</description><subject>Gamification</subject><subject>Performance comparison</subject><subject>Pharmacy education</subject><subject>Web-based game</subject><issn>1877-1297</issn><issn>1877-1300</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2019</creationdate><recordtype>article</recordtype><recordid>eNp9kDtPwzAUhS0EolD4AwzII0vCteO8JJaq4iVVYunAZjn2TZuSxMFOWvHvSdWWkeme4TtHuh8hdwxCBix53IS66-uQA8tDECEwfkauWJamAYsAzk-Z5-mEXHu_AUgBkuiSTCLGecoBrsjnjO6wCArl0VCH2wp3dKUapMpTRRtUfnBIbUntFp2qa6rt4DzSr9buajQrpFVLu7VyjdK2X49Mh0NfaX9DLkpVe7w93ilZvjwv52_B4uP1fT5bBDqKkz5IIUZdxiovEhClYCYyIi644mkKLNZCxLooNAiRM2YQjMmMYaAYz5IoVlk0JQ-H2c7Z7wF9L5vKa6xr1aIdvORcxIngeZSPKD-g2lnvHZayc1Wj3I9kIPdC5Ubuhcq9UAlCjkLH0v1xfygaNH-Vk8EReDoAOD456nPS6wpbjaZyqHtpbPXf_i9ZPocD</recordid><startdate>201908</startdate><enddate>201908</enddate><creator>Dell, Kamila A.</creator><creator>Chudow, Melissa B.</creator><general>Elsevier Inc</general><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7X8</scope></search><sort><creationdate>201908</creationdate><title>A web-based review game as a measure of overall course knowledge in pharmacotherapeutics</title><author>Dell, Kamila A. ; Chudow, Melissa B.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c356t-705ecf5a9b604f41d3d45b2a277015c445cbbc044911de0dd8dd10a128635a83</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2019</creationdate><topic>Gamification</topic><topic>Performance comparison</topic><topic>Pharmacy education</topic><topic>Web-based game</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Dell, Kamila A.</creatorcontrib><creatorcontrib>Chudow, Melissa B.</creatorcontrib><collection>PubMed</collection><collection>CrossRef</collection><collection>MEDLINE - Academic</collection><jtitle>Currents in pharmacy teaching and learning</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Dell, Kamila A.</au><au>Chudow, Melissa B.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>A web-based review game as a measure of overall course knowledge in pharmacotherapeutics</atitle><jtitle>Currents in pharmacy teaching and learning</jtitle><addtitle>Curr Pharm Teach Learn</addtitle><date>2019-08</date><risdate>2019</risdate><volume>11</volume><issue>8</issue><spage>838</spage><epage>842</epage><pages>838-842</pages><issn>1877-1297</issn><eissn>1877-1300</eissn><abstract>Implementation of games is common in pharmacy education, but limited information exists about the relationship between students' game performances and course grades. Our study was designed to determine if scores on a comprehensive web-based review game correlate to overall pharmacotherapeutics course and course series grades.
Two cohorts of students in Pharmacotherapeutics IV, the last course in a four course series, were administered a web-based quiz review game (Kahoot!) at the end of the course. Student performance on the game was compared to grades throughout the Pharmacotherapeutics course sequence to determine if the games were reflective of the students' performances. All students enrolled in Pharmacotherapeutics IV in 2016 and 2017 were included in the analysis. Pearson correlation was performed on the scores from the review game compared to the grades in the pharmacotherapeutics course series.
A total of 197 students, 111 in the 2016 cohort and 86 in the 2017 cohort, were included in the analysis. The correlation coefficient (r) for the review scores and Pharmacotherapeutics IV course grade was 0.399 and 0.461 for the 2 cohorts (p < 0.001). Almost all component comparisons between the review scores and the other pharmacotherapeutics course grades were also significantly correlated (p < 0.01).
Student performance on the review game significantly correlated with pharmacotherapeutics course grades. Review games are fun tools to review course content and can serve as an effective method to determine student understanding, progression, and knowledge.</abstract><cop>United States</cop><pub>Elsevier Inc</pub><pmid>31227200</pmid><doi>10.1016/j.cptl.2019.04.012</doi><tpages>5</tpages></addata></record> |
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| ispartof | Currents in pharmacy teaching and learning, 2019-08, Vol.11 (8), p.838-842 |
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| source | ScienceDirect Journals (5 years ago - present) |
| subjects | Gamification Performance comparison Pharmacy education Web-based game |
| title | A web-based review game as a measure of overall course knowledge in pharmacotherapeutics |
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