Game-based Learning Effects on Student Engagement and Outcomes in Clinical Therapeutics Courses

To determine if the integration of game-based learning (GBL) strategies throughout the duration of two Clinical Therapeutics Module (CTM) courses increased student engagement and learning. GBL competitions (Olympics, Harry Potter) were implemented in two CTM courses in the second (P2) and third (P3) years of the Doctor of Pharmacy program. Course grades were collected along with class participation documented through direct observation. At the end of each course, students were asked to complete a brief survey about their perceptions on engagement and learning in GBL CTM courses compared to previous non-GBL CTM courses. The competitions and the surveys were optional. Almost all P2 and P3 students (97.6%) participated in the GBL competition in the two CTM courses. P3 students who actively participated in the gaming competition by answering questions at least five times during class were more likely to earn an A in the course compared to those who did not (OR 4.02 [95%CI 1.66-9.74]). A total of 75 students (45.5%) responded to the gamification survey. Overall average engagement score (scale 1-10) was higher in the GBL courses than prior non-GBL CTM courses (7.26 vs. 5.76, respectively). The majority of students (84%) agreed that the gaming competitions should continue in the future. GBL integrated throughout the two CTM courses was well received by the students and led to increased engagement compared to the previous non-GBL CTM courses. In addition, participating in GBL had a positive impact on student grades for the P3 students.