Game-based Learning and Case-based Learning-Exploring Alternative Ways of Learning Medicine

The objective of this study is to determine if a game-based/case-based format is as effective as traditional learning method for undergraduate microbiology tutorial in achieving improved understanding, retention and greater satisfaction in the students.

The study was initiated after Institutional Ethics Committee's approval. Materials were developed and validated before commencement of the study. A total of 90 students were included in the study after a written informed consent. A 30-min lecture was taken by a faculty on the concerned topic after which the students were randomly assigned to any of the three groups as follows: Group A: game-based learning, Group B: case-based learning and Group C: traditional learning. There were 15 students in each group per session-a total of 30 students per group. After the session, the students administered the performance test as well as the feedback form. Surprise performance test was re-administered to the same students at the end of 3 months to test for subject retention.

All the three groups were comparable in terms of their performance at the end of the activity as well as at the end of 3 months. However, student's perceived enjoyment of the activity, their subjective learning experiences and whether they would like further learning methods using the same format definitely had a higher score in Groups A and B compared with Group C.

A combination of methods should be applied for routine teaching in Microbiology.