Abstract
Background: Health service nursing officers and soldiers are responsible for maintaining the health of both military personnel and civilians. Their training mainly focuses on classroom lectures and technical operations. With an increase in volunteers specializing in medicine and nursing, the demand for enhanced medical education has grown. Adjusting the environment and teaching models to boost learners' intrinsic and extrinsic motivation—while balancing academics and practice and incorporating military medical experts' experience—is crucial. We aim to introduce innovative teaching into traditional models to study its correlation with learning effectiveness among military medical personnel.
Methods: We replaced traditional homework assignments with a gamified teaching platform. This goal-oriented approach combined clinical scenarios with feedback to enrich the training experience. Through competitive gaming, intrinsically motivated learners acquired new knowledge within existing frameworks, building long-term memory via challenges and feedback. We compared cognitive differences and learning performance before and after implementing innovative teaching across different classes. Additionally, we assessed learners' satisfaction to inform future innovative teaching in military academies.
Results: Comparing classes of the same level on the acceptance of innovative teaching and among different ranks, 96.8% were eager to replace paper-based homework with digital methods, and 82.5% wished to access course content via mobile phones before class. Learning outcomes showed significant improvements after innovative teaching; pass rates in theoretical subjects increased from 82.6% to 93.2% (p < 0.005), serving as a reference for medical education of grassroots health service personnel.
The training of medical and nursing officers and soldiers is a cornerstone for advancing military health services. Their cognition and attitudes significantly affect the effectiveness and quality of health service execution across the military.
Notes
References:
Krishnamurthy, K., Selvaraj, N., Gupta, P., Cyriac, B., Dhurairaj, P., Abdullah, A., ... & Ang, E. T. (2022). Benefits of gamification in medical education. Clinical Anatomy, 35(6), 795-807.
McCoy, L., Lewis, J. H., & Dalton, D. (2016). Gamification and multimedia for medical education: a landscape review. Journal of Osteopathic Medicine, 116(1), 22-34.
Felszeghy, S., Pasonen-Seppänen, S., Koskela, A., Nieminen, P., Härkönen, K., Paldanius, K. M., ... & Mahonen, A. (2019). Using online game-based platforms to improve student performance and engagement in histology teaching. BMC medical education, 19, 1-11.
Wang, Y. F., Hsu, Y. F., Fang, K. T., & Kuo, L. T. (2024). Gamification in medical education: identifying and prioritizing key elements through Delphi method. Medical Education Online, 29(1), 2302231.
Malicki, A., Vergara, F. H., Van de Castle, B., Goyeneche, P., Mann, S., Preston Scott, M., ... & Whalen, M. (2020). Gamification in nursing education: an integrative literature review. The Journal of Continuing Education in Nursing, 51(11), 509-515.
Heydari, M., Aghili, M., & Vahidi, E. Game-Based Learning and Gamification, Effective Innovation in Emergency Medicine Training Program. Journal of Medical Education for Future Demands, 23(1).
Sigma Membership
Lambda Beta at-Large
Type
Poster
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Translational Research/Evidence-based Practice
Keywords:
Continuing Education, Teaching and Learning Strategies, Health Services Nursing Officers and Soldiers, Taiwan
Recommended Citation
Wang, Ming-Huei; Wang, Gui-Yun; Wu, Hsiao-Yun; and Hsu, Hung-Hsun, "Using Gamified Teaching Platforms in the Medical Education of Medical Officers and Soldiers" (2025). International Nursing Research Congress (INRC). 203.
https://www.sigmarepository.org/inrc/2025/posters_2025/203
Conference Name
36th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Seattle, Washington, USA
Conference Year
2025
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Using Gamified Teaching Platforms in the Medical Education of Medical Officers and Soldiers
Seattle, Washington, USA
Background: Health service nursing officers and soldiers are responsible for maintaining the health of both military personnel and civilians. Their training mainly focuses on classroom lectures and technical operations. With an increase in volunteers specializing in medicine and nursing, the demand for enhanced medical education has grown. Adjusting the environment and teaching models to boost learners' intrinsic and extrinsic motivation—while balancing academics and practice and incorporating military medical experts' experience—is crucial. We aim to introduce innovative teaching into traditional models to study its correlation with learning effectiveness among military medical personnel.
Methods: We replaced traditional homework assignments with a gamified teaching platform. This goal-oriented approach combined clinical scenarios with feedback to enrich the training experience. Through competitive gaming, intrinsically motivated learners acquired new knowledge within existing frameworks, building long-term memory via challenges and feedback. We compared cognitive differences and learning performance before and after implementing innovative teaching across different classes. Additionally, we assessed learners' satisfaction to inform future innovative teaching in military academies.
Results: Comparing classes of the same level on the acceptance of innovative teaching and among different ranks, 96.8% were eager to replace paper-based homework with digital methods, and 82.5% wished to access course content via mobile phones before class. Learning outcomes showed significant improvements after innovative teaching; pass rates in theoretical subjects increased from 82.6% to 93.2% (p < 0.005), serving as a reference for medical education of grassroots health service personnel.
The training of medical and nursing officers and soldiers is a cornerstone for advancing military health services. Their cognition and attitudes significantly affect the effectiveness and quality of health service execution across the military.
Description
This study successfully established a database on innovative teaching at the Health Service Training Center and compared its effects, providing a reference for military medical education. Future efforts will continue verifying and building databases in grassroots units when implementing battlefield casualty care and health service teaching, fulfilling the mission of nursing.