A team‑based competition for undergraduate medical students to learn radiology within the virtual world Second Life

Abstract

Background: A multi‑user competitive game within the virtual world Second Life for undergraduate radiology learning was adapted for team participation. This study aimed to assess student perception, impact on learning, and eventual correlation of game results with post‑exposure tests and course grades. Methods: The game consisted of six weekly stages, dedicated to thoracic, abdominal, and musculoskeletal radiologi‑ cal anatomy and semiology. Participants had several days a week to review self‑guided radiology educational content and then complete individual multiple‑choice tests and solve team tasks to progress through the game’s ranking. Additionally, they completed a cognitive load test, a questionnaire about the experience and a post‑exposure knowl‑ edge test. Results: Fifty‑two students organised into 13 teams participated in the game and assessed different aspects of the expereducational contience with a mean scorents (8.8 e ≥ 7.8 on a 101.4) and the usefulness f‑point scaleor their education (8.7, highlighting the par 1.4). Participation of the tticipants obtained betteacher (9.3 ± 1.1), er postthe ‑ ± ± exposure test results (p < 0.007) and better course grades (p < 0.021) than non‑participants did. Conclusion: A multi‑user game adapted to team competition to learn radiology in Second Life was very positively perceived by third‑year medical students, who highly valued its content, organisation, and usefulness for their train‑ ing. Most of the participants agreed that they had collaborated as a team and that playing in competitive environ‑ ments helps them learn better. The best post‑exposure and academic results compared to non‑participating students indicate the potential impact of the game on learning.