Evaluating the impact of interactive quiz games in neurology therapeutics on engagement and clinical reasoning among third-year MPharm students
DOI:
https://doi.org/10.46542/pe.2026.261.367374Keywords:
Clinical reasoning, Gamification, Interactive learning, Neurology therapeutic, Pharmacy educationAbstract
Background: Neurology therapeutics in MPharm programs face challenges in student engagement and case-based assessment performance. Students desire immediate feedback and diverse learning methods. This study evaluated the impact of interactive quiz games on engagement and clinical reasoning among third-year MPharm students in neurology therapeutics.
Methods: A quasi-experimental study was conducted with third-year MPharm students in a neurology therapeutics course. The intervention used structured quiz games on the Wayground platform, featuring gamification, clinical-scenario questions, and immediate feedback. Data collection included quantitative measures (engagement metrics, pre-post assessments) and qualitative measures (student surveys, staff reflections).
Results: Strong participation was noted across three sessions (40-64 students per quiz), with clinical reasoning accuracy improving significantly: Session 1 saw a 30% increase (32% to 62%, p=0.0004, Cohen's h=0.61), Session 2 a 19% increase (28% to 47%, p=0.02, Cohen's h=0.40), and Session 3 a 28% increase (22% to 50%, p=0.0057, Cohen's h=0.60). Post-intervention surveys showed 92% of students found the platform engaging, 88% valued the immediate feedback, and 90% felt their clinical reasoning skills improved. Staff noted enhanced student confidence and peer collaboration.
Conclusion: Interactive game-based quizzes improved student engagement and clinical reasoning in neurology therapeutics education. The intervention showed significant statistical and educational benefits over multiple sessions, with positive feedback from students and staff on its value.
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