Table 2.
Student Perceptions Post-Survey Results (n=138)
| Question | Strongly Agree n (%) | Agree n (%) | Neither Agree nor Disagree n (%) | Disagree n (%) | Strongly Disagree n (%) | Meana |
|---|---|---|---|---|---|---|
| The anticoagulation game design workshop was an effective way to learn about the medication we were assigned | 17 (12.3) | 51 (37.0) | 25 (18.1) | 37 (26.8) | 8 (5.8) | 3.23 |
| The anticoagulation game design workshop was an effective way to develop strategies for patient education about the medication we were assigned | 39 (28.3) | 72 (52.2) | 10 (7.2) | 14 (10.1) | 3 (2.2) | 3.94 |
| I prefer the game design workshop over a traditional activity, such as reviewing a patient case or a simulated patient encounter | 25 (18.1) | 35 (25.4) | 42 (30.4) | 27 (19.6) | 9 (6.5) | 3.29 |
| I learned from my peers during this activity | 33 (23.9) | 67 (48.6) | 21 (15.2) | 13 (9.4) | 4 (2.9) | 3.81 |
| After the game design activity, I felt confident about the medication pearls for our anticoagulant | 12 (8.7) | 49 (35.5) | 28 (20.3) | 39 (28.3) | 10 (7.2) | 3.10 |
| I engaged with my teammates to come up with an effective game design | 54 (39.1) | 69 (50) | 8 (5.8) | 6 (4.3) | 1 (0.7) | 4.22 |
| The objectives of the activity were clearly explained | 31 (22.5) | 69 (50) | 24 (17.4) | 13 (9.4) | 1 (0.7) | 3.84 |
| Designing a game helped me think about and understand the material in a new way | 43 (31.2) | 60 (43.5) | 18 (13.0) | 14 (10.1) | 3 (2.2) | 3.91 |
| Designing the game distracted me from understanding the material | 15 (10.9) | 43 (31.2) | 29 (21.0) | 43 (31.2) | 8 (5.8) | 3.10 |
| I found it difficult to focus on learning because I felt stressed during the activity | 12 (8.8) | 31 (22.6) | 29 (21.2) | 41 (29.9) | 24 (17.5) | 2.75 |
| I felt as if I had enough time to understand and complete the activity | 12 (8.7) | 50 (36.2) | 29 (21.0) | 38 (27.5) | 9 (6.5) | 3.13 |
a
1=strongly disagree, 2=disagree, 3=neither agree nor disagree, 4=agree, 5=strongly agree