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The goal of this clinical trial is to find out if a modern teaching method: Gaming can be used as an effective teaching tool to impart knowledge of orthodontics to final year students of dentistry as compared to another popular teaching method: Large Group Interactive Session (LGIS). Researchers will compare gaming technique to large group interactive session (already used to teach the participants). Half the participants will sit in a LGIS and the other half will play a board game on the same knowledge and comparison will be done on who gained more knowledge using a questionnaire/ test at three time points: 1)before study, 2)during study and 3)after study.
The main question the study aims to answer is :
Is Gamification better than Large group interactive session when teaching difficult topics to final year students of dentistry.
A class of 50 students of final year Dentistry will be randomly divided into two groups: Control Group: LGIS in a lecture hall , Study Group: Gamification in a tutorial room. Both groups will be imparted the same knowledge on the same topic: Removable Appliances in Orthodontics.
The Gamification group will play a specially designed board game the total knowledge gained/retained by both groups at the end will be assessed by a questionnaire
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| Study Group: game Group | Other |
| |
| Control group: LGIS | Experimental | Large group interactive session |
|
| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| Gamification | Other | Modern Teaching Method |
| |
| Measure | Description | Time Frame |
|---|---|---|
| The Gain of Knowledge and Retention of Knowledge through a test | The test will have 10 questions and will be scored from 1-10. 1 being minimum score and 10 maximum. If a students gets 1-4 score it will be considered no knowledge has been gained or retained. A score of 5 or more will be considered gain/retention in knowledge | 2 months |
| Measure | Description | Time Frame |
|---|---|---|
| Retention of knowledge after gamification vs large group interactive session | knowledge retention will be assessed by giving the same test to the students after 1 month and comparing the scores with the previous scores | 2 months |
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Inclusion Criteria:
students of final year BDS, FUCD&H
Exclusion Criteria:
Students absent in class students that don't consent to the research
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| Name | Affiliation | Role |
|---|---|---|
| Syeda Hareem Bukhari, BDS, Resident Orthodontics | Foundation University Islamabad | Principal Investigator |
| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| Foundation University Islamabad | Islamabad | Federal | 44000 | Pakistan |
| PubMed Identifier | Type | Citation | Retractions |
|---|---|---|---|
| 32404076 | Background | Aboalshamat K, Khayat A, Halwani R, Bitan A, Alansari R. The effects of gamification on antimicrobial resistance knowledge and its relationship to dentistry in Saudi Arabia: a randomized controlled trial. BMC Public Health. 2020 May 13;20(1):680. doi: 10.1186/s12889-020-08806-2. |
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consent was taken from the participants on the basis of confidentialty of data and individual scores the participants got so they cannot be shared
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| LGIS |
| Other |
conventionally used teaching method |
|