Moles, Rebekah J.

Schneider, Carl

Stehlik, Paulie

Truong, Vien T

Introduction: This study describes the development and pilot of an electronic adaptation of the Medication MysteriesInfinite Case tool (eMedRec). eMedRec provides an opportunity for students to simulate the history taking anddocumentation 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 gameusability.Methods: Game and survey data were used to measure outcomes. Changes in self-rated confidence and competence scoresof second-year Master of Pharmacy students in semester 1 (usual teaching: one medication history taking lecture, weeklyproblem 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 (0.45v 0.13; difference in mean change = -0.32, 95% CI = -0.72 to 0.08). There was a significant increase in self-perceivedcompetence following eMedRec exposure in semester 2 (-0.06 v 1.16; difference in mean change = 1.23, 95% CI = 0.66 to1.81). eMedRec SUS score was 48.5/100.Discussion: eMedRec scored moderately on the SUS, despite significant server issues throughout the study period. Weobserved similar increase in self-perceived competence and greater increase in student self-perceived competence afterintervention compared to usual teaching. Further evaluation of the game is warranted

Best possible medication history gamification - Development and pilot study

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