Teaching best practice in hand hygiene: student use and performance with a gamified gesture recognition system

Development and Application of an Interactive Neuropathology iBook as a Complementary Learning Tool for Veterinary Medicine Students

Neuropathology is a challenging subject for most medical students. Delivering a gamified learning tool on this topic may motivate students and increase knowledge in the discipline. We report the development of such a tool in iBook format for the systemic pathology course delivered at Ross University School of Veterinary Medicine. Composed of 10 chapters (cases), this Neuropathology iBook (NP-iB) reviews basic clinical manifestations, neuropathology, and pathogenesis of common non-neoplastic conditions that cause brain disease in domestic animals. The goal of each chapter is to reach a diagnosis by interactively answering specific questions after reviewing relevant medical history, clinical pathology, and autopsy findings. Our hypothesis: the NP-iB improves students' ability to recognize these diseases, reflected in higher test scores. Using a post-test only control group design, data were gathered from all students enrolled in the course in two different semesters, fall 2017 and spring 2018 (n = 300). NP-iB users (n = 51, 17%) and usage time were identified by answers to multiple-choice questions embedded in the course assessments. Ninety percent of users had a positive perception although no statistically significant differences were found in median test scores between users and non-users. Statistically significant test score differences were found across how much time students used the NP-iB (p = .005); the lowest test score median values were found for neuropathology questions not related to the NP-iB, in students who used it for more than 3 hours. Unexpectedly, a low number of students preferred this digital learning tool, and its use did not improve their learning outcomes.