PHAGO PHARMACOLOGY ON THE GO. GAMIFICATION APPROACH IN CASE LEARNING PROCESS

Evelyn Ongkodjojo, F.V Lanny Hartanti, Bernadette Dian Novita, Sianty Dewi, Dyana Sarvasti, Diga Albrian Setiadi, Fransiskus Reynaldy, Ivan Priyantono, Shavna Arfi Rasyid, Felix Kurniawan Adithia, Iwan Satria Djuanda

Abstract


Learning process among medical students have developed along with technological advances so that it can be useful for users. One of the breakthroughs in the world of medical education is the development of serious games using multimedia technology that are relatively small in
size so that they can be accessed using computers or devices named Pharmacology on the Go (PHAGO). The implementation stage was done by testing prototype game on 88 users October 20, 2021. Evaluation was done by using a feedback questionnaire for PHAGO users, shows 79 (89.8%) users who agree and strongly agree that the PHAGO application helps users
understand the use of Pharmacology for clinical application. The results of the Wilcoxon test in evaluating the increase in students' knowledge with Pre Test and Post Test showed that there was a significant difference (p = 0.000). The existence of serious game stimulates an active learning process to create a learning environment that encourages the development of
interpersonal, communication and problem solving skills. PHAGO is expected to be a forum that supports students to be able to independently study pharmacology in a fun and easy-to-understand way.

Save to Mendeley


Keywords


Medical education ; Pharmacology ; Serious games ; Active learning process

Full Text:

PDF

References


Bilge SS, Akyüz B, Aǧri AE, Özlem M. Rational drug therapy education in clinical phase carried out by task-based learning. Indian Journal of Pharmacology [Internet]. 2017 Jan 1 [cited 2022 Apr 1];49(1):102. Available from: /pmc/articles/PMC5351221/

Katzung B, Mastres S, Trevor A. Basic & Clinical Pharmacology. 14th ed. New York: Mc Graw Hill Education (Asia); 2018. 187–280 p.

Konsil kedokteran indonesia. Standar kompetensi dokter indonesia. Jakarta; 2012.

Kurniawan MH, Suharjito, Diana, Witjaksono G. Human Anatomy Learning Systems Using Augmented Reality on Mobile Application. In: Procedia Computer Science. Elsevier B.V.; 2018. p. 80–8.

Abdulmajed H, Park YS, Tekian A. Assessment of educational games for health professions: A systematic review of trends and outcomes. Medical Teacher. 2015 Apr 1;37(S1):S27–32.

Aburahma MH, Mohamed HM. Educational games as a teaching tool in pharmacy curriculum. Vol. 79, American Journal of Pharmaceutical Education. American Association of Colleges of Pharmacy; 2015.

Drummond D, Hadchouel A, Tesnière A. Serious games for health: three steps

forwards. Advances in Simulation. 2017 Dec;2(1).

Schmidt R, Grigull L. Pedagotchi: Entwicklung einer neuartigen Lernanwendung für die Pädiatrie. Monatsschrift fur Kinderheilkunde. 2018 Mar 1;166(3):228–35.

Aksoy E. Comparing the Effects on Learning Outcomes of Tablet-Based and Virtual Reality-Based Serius Gaming Modules for Basic Life Support Training: Randomized Trial. JMIR Serious Games. 2019;7(2).

Zhonggen Y. A Meta-Analysis of Use of Serious Games in Education over a Decade. Vol. 2019, International Journal of Computer Games Technology. Hindawi Limited; 2019.

Freeman S, Eddy SL, McDonough M, Smith MK, Okoroafor N, Jordt H, et al. Active learning increases student performance in science, engineering, and mathematics. Proc Natl Acad Sci U S A. 2014 Jun 10;111(23):8410–5

Rohmawaty E, Rostikawati Husen I, Vicahyani Utami N, Berbudi A. The effectiveness of games in learning antihypertensive drugs on medical students: A cross-sectional study. Cogent Education. 2022;9(1).




DOI: https://doi.org/10.33508/jwm.v8i1.4024