Dental Student Attitudes Towards Gaming for Evidence-Based Dentistry
(PO-094) Dental Student Attitudes Towards Gaming for Evidence-based Dentistry
Sunday, March 20, 2022
1:00pm – 3:00pm EST
Location: Hall C
Author: Ann Spolarich, RDH, Ph.D., FSCDH – Professor and Assistant Dean for Research, A.T. Still University Arizona School of Dentistry & Oral Health Author: Mai-Ly Duong, D.M.D. – Associate Professor and Associate Director of Special Care Dentistry, A.T. Still University Arizona School of Dentistry & Oral Health Submitter: Mai-Ly Duong, D.M.D. – Associate Professor and Associate Director of Special Care Dentistry, A.T. Still University Arizona School of Den
Objectives: Engagement with adult learners is challenging.Gaming is an effective strategy to promote deep engagement in learning activities known as flow. With flow theory, learners have fun when level of ability meets level of challenge. Game flow theory examines how gaming impacts student flow experience. Incorporating use of technology-based gaming methods into dental curriculum provides a unique opportunity to apply gaming theory to improve flow and learning outcomes. Use of this technology has never been reported with learning evidence-based dentistry (EBD) principles. The purpose of this project was to assess dental students’ attitudes about characteristics of an app-based game to support mastery of EBD principles. Methods: D2, D3, and D4 students were recruited to participate in focus groups to gain understanding about attitudes and opinions on gaming and app use to support the current EBD curriculum. Focus groups were led by a professional external moderator. Sessions were audio-recorded for transcription. Thematic analysis identified critical concepts used for development of a gaming app. Results: 28 students (D1=9, D2=6, D3=5, D4=8) participated. All were very interested in the EBD gaming concept. Suggestions for app structure were inclusion of an investigative feature, avoidance of “cartoony” themes and disruptive sound features, and achievable complexity to support learning and reinforce concepts. A mobile platform was favored for ease of real-time access. D1s preferred team competition, while D2s/D3s preferred flexibility to compete individually or as teams. D4s preferred competing as individuals. All suggested gaming competitions against students from other dental schools. All wanted to include app use within scheduled class time, with grading for participation versus game mastery. An EBD gaming app was developed using this feedback. Conclusions: Dental students were receptive to using a gaming app to build their foundational knowledge and skills for future application in practice.
