In a bid to enhance medical undergraduates’ understanding of diabetes mellitus, a novel educational board game named “Diabe-teach” was introduced through a randomized controlled trial. The study, conducted at Dubai Medical College for Girls, aimed to compare the effectiveness of this gamified approach with traditional self-study methods. The participants, 56 preclinical medical students, were divided into two groups: one engaged in the game-based learning session, while the other followed a structured self-study hour. Both groups received identical instructional materials on diabetes.
Results from the study revealed that both groups showed significant improvement in post-test scores, indicating enhanced knowledge retention. However, the game-based group exhibited a higher frequency of correct responses and a greater tendency to acknowledge knowledge gaps by choosing the “I do not know” option over incorrect guesses. Feedback from the game-based group highlighted increased confidence, improved communication skills, and a preference for the gamified approach.
This innovative approach not only improved knowledge retention but also encouraged critical self-assessment among students. The study contributes to the growing body of literature on game-based learning, showcasing the potential of gamification as a valuable adjunct to traditional medical education methods. The findings suggest that the “Diabe-teach” board game is an effective tool for teaching complex medical concepts, fostering engagement, and enhancing student learning experiences.
Gamified learning offers a dynamic and interactive way to engage students, improve knowledge retention, and promote critical thinking skills. By incorporating game-based approaches like “Diabe-teach” into medical education, institutions can create a more engaging and effective learning environment. Future research should explore the broader applications of gamified learning in various educational contexts and medical disciplines to further enhance teaching strategies and student outcomes.
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