Medical Radiation Science (MRS) education, encompassing diagnostic radiography, nuclear medicine, and radiation therapy, is evolving from traditional didactic teaching methods to student-centred approaches. Gamification, the use of game design elements in non-game contexts, has gained traction as an effective strategy to enhance student engagement, motivation, and learning outcomes. This approach aligns with the needs of cross-campus teaching for students in regional areas, who may face unique challenges in engaging in remote learning environments.
This presentation aims to:
- Explore the integration of gamification techniques in undergraduate MRS education.
- Evaluate the impact of these techniques on student engagement, knowledge retention, and clinical reasoning.
- Highlight the practical applications of gamification for students.
- Provide recommendations for incorporating gamification into the broader curriculum at Charles Sturt University, benefiting students studying remotely.
A narrative review was conducted, systematically searching literature on gamification in health professions education. Peer-reviewed articles focusing on the integration of gamification in MRS education were reviewed. Both digital and real-life gamified learning environments were considered. The review also incorporates autoethnographic insights from the author' experiences with gamification in MRS education.
The review identified several gamification techniques applied in MRS education, including problem-based learning, flipped classrooms, educational escape rooms, and Jeopardy-style quizzes. These methods have been shown to improve knowledge retention, clinical reasoning, and student satisfaction. Specific examples, such as the use of educational escape rooms, demonstrated significant improvements in radiological knowledge and student engagement. For instance, a paediatric radiology-themed escape room led to a sustained increase in student knowledge and high satisfaction scores. These findings suggest that gamification can effectively enhance the learning experience for MRS students.
Gamification offers a transformative potential for MRS education by promoting active learning and collaboration. Techniques such as educational escape rooms and Jeopardy-style quizzes create interactive and engaging learning environments that can reduce exam-related stress and foster essential clinical skills. For students in regional areas such as Port Macquarie and Wagga Wagga, gamification provides an accessible and effective means to enhance their educational experience. The application of these techniques can bridge the gap between remote learning and hands-on clinical practice, ensuring that students are well-prepared for their professional roles.
The practical implications of this study extend beyond MRS education. Gamification techniques can be applied across various disciplines at Charles Sturt University, benefiting students who study remotely. The positive impact on student engagement and learning outcomes highlights the potential for broader adoption of these methods.
Gamification in MRS education enhances student engagement, knowledge retention, and clinical skills, providing a valuable tool for educators. The benefits are particularly significant for students in regional areas, offering an effective way to overcome the challenges of remote learning. By integrating gamification into the curriculum, Charles Sturt University can improve the educational experience for all students, fostering a more interactive and enjoyable learning environment. Further research is needed to compare gamification with traditional methods and explore its long-term impact on student learning and career development
