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Presentation Description
Sapawan Seesuwan1
1 Lampang hospital
1 Lampang hospital
Background
Radiograph interpretation is a crucial skill for medical professionals. However, traditional film reading classes may not fully engage students or provide a joyful learning experience. Recently, online games have gained popularity as a means to enhance learning experiences, and we aim to utilize them to improve medical students' skills in radiograph interpretation.
Radiograph interpretation is a crucial skill for medical professionals. However, traditional film reading classes may not fully engage students or provide a joyful learning experience. Recently, online games have gained popularity as a means to enhance learning experiences, and we aim to utilize them to improve medical students' skills in radiograph interpretation.
Summary of work
A prospective interventional cohort study was conducted with 4th-year medical students during radiology department rotation, divided into two groups. The first group participated in traditional film reading classes, while the second group used the Kahoot game online application. We compared examination scores in multiple-choice questions (MCQs), film reading test, and radiology grades between the two groups, and gathered feedback after the classes. Statistical analysis was performed using t-tests and Chi-squared tests.
Results
Forty-nine 4th-year medical students were included, with 25 in online game group and 24 in traditional film reading group. The mean MCQ score for online game group was 32.8±7.45 (95%CI = 29.72-35.87), while traditional film reading group was 31.5±6.62 (95%CI = 28.70-34.29), with a P-value of 0.52. The mean film reading test scores were 110.22±23.46 (95%CI = 100.53-119.91) and 86.60±31.51 (95%CI = 73.29-99.91) respectively, with P-value of 0.0045. There was no statistically significant difference in radiology grades between the two groups, with P-value of 0.807.
Discussion
Online game with several clinically relevant questions, moving beyond traditional film teaching focused solely on radiographic findings and diagnosis. This approach helps students grasp the bigger picture of the patient, making it easier for them to recognize and retain information while enjoying the class. Resulting in statistically significant higher film reading test scores in online game group.
Conclusions
Using an online game in film reading class not only enhances plain radiograph interpretation skills among 4th-year medical students but also makes the learning experience enjoyable.