Nhung T. Tran1, Jessie Channell2, Sascha Spencer3,1, Randolph Dobson4, Helen Zhang5, Boaz Shulruf3, Hessom Razavi6,7, Ashish Agar1,3

Purpose: COVID-19 has allowed for the rapid emergence of online tertiary education. There is an increasing trend in gamification as a novel online teaching technique amongst medical institutions. Gamification allows learning to be cognitively challenging yet dynamic and fun, enhancing motivation and increasing voluntary adherence to training. This study investigates the effect of gamification on the motivation, confidence and knowledge in ophthalmology of medical students, as well as its effectiveness in learning.
Method: Participants were medical students from both undergraduate and graduate medical schools Australia-wide. Multiple web-based gamification learning modules were developed on core ophthalmology knowledge and skills, with incorporated gamified case-based learning. Ophthalmological emergent cases were integrated into games with points accrued for successful assessment and management of life-threatening and vision-threatening conditions. Effectiveness of learning was analysed through pre- and post- module knowledge testing. Student acceptance, confidence and perceptions of the web-based gamification modules were analysed through Likert-scale questions in the post-module assessment.
Results: Gamified case-based teaching was suggested to be both engaging and user-friendly, and demonstrated an improvement in ophthalmic knowledge. Strongly positive feedback from students suggests it may be a well-favoured tool in the armamentarium of methods of ophthalmic education in medical school.
Conclusion: In this prospective cohort study, Australian medical students found gamified case-based teaching engaging and user-friendly and demonstrated an increase in knowledge. As such, gamification in ophthalmic education during medical school should be considered in Australia to ensure more effective ophthalmic teaching and ultimately, better eye care.