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Behrokh Sahebdel1, Donya Sadeghi2, Maryam Aalaa3, Aeen Mohammadi4, Fatemeh Golshahi5, Nafiseh Saedi5, Zahra Sadrimanesh6, Pershang Nazemi7, Mahbod Ebrahimi *8
1- Maternal Fetal and Neonatal Research Center, Family Health Research Institute, Yas Hospital Complex, Tehran University of Medical Sciences, Tehran, Iran
2- Students' Scientific Research Center, Tehran University of Medical Sciences, Tehran, Iran
3- Department of Medical Education, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran.
4- Center of Excellence for E-learning in Medical Education, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran.
5- Vali-E-Asr Reproductive Health Research Center, Family Health Research Institute, Yas Hospital Complex, Tehran University of Medical Sciences, Tehran, Iran.
6- Obstetrics and Gynecology resident, Yas Hospital Complex, Tehran University of Medical Sciences, Tehran, Iran.
7- Department of Infectious Diseases, Yas Hospital Complex, Tehran University of Medical Sciences, Tehran, Iran.
8- Vali-E-Asr Reproductive Health Research Center, IVF Unite, Ob & Gyn Ward, Yas Hospital Complex, Tehran University of Medical Sciences, Tehran, Iran. ,maeb214@yahoo.com
2- Students' Scientific Research Center, Tehran University of Medical Sciences, Tehran, Iran
3- Department of Medical Education, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran.
4- Center of Excellence for E-learning in Medical Education, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran.
5- Vali-E-Asr Reproductive Health Research Center, Family Health Research Institute, Yas Hospital Complex, Tehran University of Medical Sciences, Tehran, Iran.
6- Obstetrics and Gynecology resident, Yas Hospital Complex, Tehran University of Medical Sciences, Tehran, Iran.
7- Department of Infectious Diseases, Yas Hospital Complex, Tehran University of Medical Sciences, Tehran, Iran.
8- Vali-E-Asr Reproductive Health Research Center, IVF Unite, Ob & Gyn Ward, Yas Hospital Complex, Tehran University of Medical Sciences, Tehran, Iran. ,
Abstract: (8 Views)
Background & Objective: Most obstetrics and gynecology surgical residency training programs traditionally include periodic training sessions, lectures, and training in the operating room. Using engaging and effective teaching methods is very important for residents. The aim of this study was to investigate the effect of gamification of monthly training sessions on the engagement and satisfaction of obstetrics and gynecology residents.
Materials & Methods: This quasi-experimental within-subject study with a fixed intervention order was conducted among 34 obstetrics and gynecology residents at Yas Hospital Complex, Tehran, Iran. All residents participated in 10 gamified and 10 traditional lecture-based training sessions. Engagement was assessed using the 23-item Student Course Engagement Questionnaire, and satisfaction was assessed using a researcher-developed 12-item questionnaire. Paired-samples t-tests were used to compare engagement and satisfaction scores between the two training formats.
Results: Thirty-one residents completed the engagement questionnaire and 30 completed the satisfaction questionnaire. Engagement scores were higher following gamified training than traditional training (96.58 ± 12.08 vs. 75.77 ± 21.42; mean difference = 20.80, p < 0.001, Cohen's d = 0.971). Similarly, satisfaction scores were higher following gamified training than traditional training (52.03 ± 6.39 vs. 44.36 ± 11.56; mean difference = 7.66, p = 0.001, Cohen's d = 0.66). No significant differences in the magnitude of change in engagement or satisfaction were observed across residency years (p > 0.05).
Conclusion: Gamified training was associated with higher self-reported engagement and satisfaction than traditional lecture-based training among obstetrics and gynecology residents. Gamification may therefore be a useful complementary approach for residency education, although the fixed intervention order and differences in session topics warrant cautious interpretation of the findings.
Materials & Methods: This quasi-experimental within-subject study with a fixed intervention order was conducted among 34 obstetrics and gynecology residents at Yas Hospital Complex, Tehran, Iran. All residents participated in 10 gamified and 10 traditional lecture-based training sessions. Engagement was assessed using the 23-item Student Course Engagement Questionnaire, and satisfaction was assessed using a researcher-developed 12-item questionnaire. Paired-samples t-tests were used to compare engagement and satisfaction scores between the two training formats.
Results: Thirty-one residents completed the engagement questionnaire and 30 completed the satisfaction questionnaire. Engagement scores were higher following gamified training than traditional training (96.58 ± 12.08 vs. 75.77 ± 21.42; mean difference = 20.80, p < 0.001, Cohen's d = 0.971). Similarly, satisfaction scores were higher following gamified training than traditional training (52.03 ± 6.39 vs. 44.36 ± 11.56; mean difference = 7.66, p = 0.001, Cohen's d = 0.66). No significant differences in the magnitude of change in engagement or satisfaction were observed across residency years (p > 0.05).
Conclusion: Gamified training was associated with higher self-reported engagement and satisfaction than traditional lecture-based training among obstetrics and gynecology residents. Gamification may therefore be a useful complementary approach for residency education, although the fixed intervention order and differences in session topics warrant cautious interpretation of the findings.
Keywords: obstetrics and gynecology department, hospital, gamification, internship and residency, learning, personal satisfaction
Article Type : Orginal Research |
Subject:
Medical Education
Received: 2026/05/14 | Accepted: 2026/08/1
Received: 2026/05/14 | Accepted: 2026/08/1
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