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Feasibility of Kahoot! as a Real-Time Assessment Tool in (Histo-)pathology Classroom Teaching

Authors Neureiter D, Klieser E, Neumayer B, Winkelmann P, Urbas R, Kiesslich T

Received 5 June 2020

Accepted for publication 20 August 2020

Published 5 October 2020 Volume 2020:11 Pages 695—705


Checked for plagiarism Yes

Review by Single anonymous peer review

Peer reviewer comments 2

Editor who approved publication: Dr Md Anwarul Azim Majumder

Daniel Neureiter,1,2 Eckhard Klieser,1,2 Bettina Neumayer,1,2 Paul Winkelmann,1,2 Romana Urbas,1,2 Tobias Kiesslich3,4

1Institute of Pathology, Paracelsus Medical University/Salzburger Landeskliniken (SALK), Salzburg, Austria; 2Cancer Cluster Salzburg, Institute of Pathology, Paracelsus Medical University/Salzburger Landeskliniken (SALK), Salzburg, Austria; 3Department of Internal Medicine I, Paracelsus Medical University/Salzburger Landeskliniken (SALK), Salzburg, Austria; 4Institute of Physiology and Pathophysiology, Paracelsus Medical University, Salzburg, Austria

Correspondence: Daniel Neureiter
Institute of Pathology, Paracelsus Medical University/Salzburger Landeskliniken (SALK), Salzburg, Austria
Tel +43 (0)5 7255 29027
Fax +43 (0)5 7255 29099

Purpose: New technologies like gamification are continuously integrated into medical education during the last years. However, the benefit and implementation of such gaming platforms are not clearly studied. This analysis assesses the feasibility of Kahoot! regarding simplicity and low-cost performance as a learning/teaching tool for medical education in (histo-)pathology.
Materials and Methods: In this feasibility pilot study, we developed 36 modules for different benign and malignant tumors, covering four major topics: gastrointestinal tract, dermatology, urogenital tract, and hematology. Each module included histomorphological text-based questions for education of 2nd-year medical students. The online gaming-platform Kahoot! was anonymously implemented before and after “classical” medical education which included discussions of histological slides for each tumor entity using Microsoft PowerPoint-based presentations in combination with microscopical demonstrations. Participating students were invited to a seven-questions evaluation about the online educational approach.
Results: Overall, 23 of 51 students of the study class completed the pre- and the post-evaluation of Kahoot! in one or more organ systems. The percentage of correct answers increased from the initial mean/median of 47.2/45% to 77.2/76.3%. Simultaneously, the time for answering questions decreased by roughly 50% (from mean/median time of 9.1/8.3 seconds to 5.1/4.3 seconds) from pre- to post-assessment. The results were independent of gender; however, there were scoring differences between the different organ systems. Students positively evaluated the routine implementation of the gaming-platform Kahoot! within medical education.
Conclusion: Kahoot! is as a simple, direct, and low-cost application in medical teaching improving learning outcomes of pathomorphological topics with high acceptance by students. Kahoot!-based evaluations should be also performed in more advanced topics in the field of histopathology.

Keywords: education assessment, medical education, online-tools, Kahoot!, pathology

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