Online educational games improve the learning of cardiac pharmacology in undergraduate pharmacy teaching

Chooi Yeng Lee, Paul J White, Daniel T Malone


Background: Educational games have been shown to be an effective learning tool in medical and nursing education.

Aims: To evaluate the effectiveness of online cardiac pharmacology games in engaging and motivating pharmacy students in learning pharmacology and the application of knowledge.

Method: Quiz questions derived from lecture notes were presented in three separate games, according to the sequence of lectures delivered in class. Each game was released to students at a specific time to complement classroom teaching. A survey was conducted to collect student feedback of the games.

Results: Thirty students (19.7% response rate) completed the surveys. The majority of students found the games fun, interesting, engaging, and indicated that the games had improved their understanding of concepts and principles related to the topic. More than 90% of students agreed that the game was an innovative way to understand teaching materials.

Conclusion: Appropriately designed online educational games engaged and motivated students. 


Educational Game; Gamification; Pharmacy; Pharmacology

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