Implementation of gamification strategies and their adequacy to different contexts in an anatomy and histology monitoring: an experience report

Abstract

INTRODUCTION: Young people are increasingly connected to the fast-paced digital world, changing the way they learn. Thus, passive methodology is being complemented by active ones, such as gamification strategies aimed at increasing engagement and motivation. In this scenario, the Intercursos Morphofunctional Sciences Group (GCMi), affiliated with the Bahiana School of Medicine and Public Health, implemented the use of badges/stickers in anatomy and histology teaching. EXPERIENCE REPORT: In the second semester of 2020, due to the COVID-19 pandemic, tutoring activities became remote. For each activity completed, students earned a badge, a GCMini, representing the acquisition of a specific skill or knowledge. Each type of GCMini had an associated value. At the end of the semester, a virtual Sticker Album was made available for students to place their earned GCMinis, and a final grade was assigned to the album, used as an assessment method. DISCUSSION: The use of badges during learning was considered fun, activating childhood memories and arousing positive emotions. Others reported that the activity was time-consuming and time-consuming. Due to the study's methodological limitations, it is not possible to measure the true impact of implementing GCMinis on the teaching-learning process. CONCLUSION: These students were encouraged to complete the proposed activities, in addition to encouraging participation in meetings with tutors. The implementation of this teaching resource reveals the need for innovations in medical education, allowing for adaptations to new realities and virtual resources, improving the student and tutor experience in the teaching-learning process. However, future research is needed to assess the extent of this impact.