Abstract
Introduction: This study describes the development and pilot of an electronic adaptation of the Medication Mysteries
Infinite Case tool (eMedRec). eMedRec provides an opportunity for students to simulate the history taking and
documentation process, provide guided peer feedback and receive instant grading of history documentation accuracy.
Aims: To evaluate the game’s impact on students’ self-perceived confidence and competence, and to evaluate game
usability.
Methods: Game and survey data were used to measure outcomes. Changes in self-rated confidence and competence scores
of second-year Master of Pharmacy students in semester 1 (usual teaching: one medication history taking lecture, weekly
problem based learning (PBL) tutorials, and four weeks of clinical placement) was compared to semester 2 (intervention:
use of the eMedRec game and PBLs in weekly tutorials). System Usability Scale (SUS) was used to measure game usability.
Results: Changes in self-perceived confidence were equivalent during semester 1 control and semester 2 intervention (0.45
v 0.13; difference in mean change = -0.32, 95% CI = -0.72 to 0.08). There was a significant increase in self-perceived
competence following eMedRec exposure in semester 2 (-0.06 v 1.16; difference in mean change = 1.23, 95% CI = 0.66 to
1.81). eMedRec SUS score was 48.5/100.
Discussion: eMedRec scored moderately on the SUS, despite significant server issues throughout the study period. We
observed similar increase in self-perceived competence and greater increase in student self-perceived competence after
intervention compared to usual teaching. Further evaluation of the game is warranted.
Infinite Case tool (eMedRec). eMedRec provides an opportunity for students to simulate the history taking and
documentation process, provide guided peer feedback and receive instant grading of history documentation accuracy.
Aims: To evaluate the game’s impact on students’ self-perceived confidence and competence, and to evaluate game
usability.
Methods: Game and survey data were used to measure outcomes. Changes in self-rated confidence and competence scores
of second-year Master of Pharmacy students in semester 1 (usual teaching: one medication history taking lecture, weekly
problem based learning (PBL) tutorials, and four weeks of clinical placement) was compared to semester 2 (intervention:
use of the eMedRec game and PBLs in weekly tutorials). System Usability Scale (SUS) was used to measure game usability.
Results: Changes in self-perceived confidence were equivalent during semester 1 control and semester 2 intervention (0.45
v 0.13; difference in mean change = -0.32, 95% CI = -0.72 to 0.08). There was a significant increase in self-perceived
competence following eMedRec exposure in semester 2 (-0.06 v 1.16; difference in mean change = 1.23, 95% CI = 0.66 to
1.81). eMedRec SUS score was 48.5/100.
Discussion: eMedRec scored moderately on the SUS, despite significant server issues throughout the study period. We
observed similar increase in self-perceived competence and greater increase in student self-perceived competence after
intervention compared to usual teaching. Further evaluation of the game is warranted.
| Original language | English |
|---|---|
| Publication status | Published - 8 Dec 2017 |
| Event | APSA-ASCEPT 2017 Joint Scientific Meeting - Brisbane Convention & Exhibition Centre, Brisbane, Australia Duration: 5 Dec 2017 → 8 Dec 2017 https://www.asceptasm.com/ |
Conference
| Conference | APSA-ASCEPT 2017 Joint Scientific Meeting |
|---|---|
| Country/Territory | Australia |
| City | Brisbane |
| Period | 5/12/17 → 8/12/17 |
| Internet address |