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10.1089/g4h.2020.0140 http://scihub22266oqcxt.onion/10.1089/g4h.2020.0140 33434099!ä!33434099 Deprecated: Implicit conversion from float 209.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 209.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 209.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 209.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 209.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 209.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 243.2 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 243.2 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 243.2 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534       Games+Health+J 2021 ; 10 (2): 139-144 Nephropedia Template TP {{tp|p=33434099|t=2021. The Effectiveness of a Serious Game Versus Online Lectures for Improving Medical Students Coronavirus Disease 2019 Knowledge |pdf=|usr=}}{{33434099}} gab.com Text The Effectiveness of a Serious Game Versus Online Lectures for Improving Medical Students Coronavirus Disease 2019 Knowledge JO: Games Health J http://www.kidney.de/pget.php?&tw=1&pmid=33434099 #FOAvip Objective: The sudden disruption of university teaching caused by the coronavirus disease 2019 (COVID-19) pandemic has forced universities to switch to online teaching. It is vital for graduating medical students to learn about COVID-19 because they are likely to treat COVID-19 patients after graduation. We developed a COVID-19 lesson for medical students that used either an online lecture or a serious game that we designed. The aim of this study is to explore the effectiveness of a serious game versus online lectures for improving medical students' COVID-19 knowledge. Materials and Methods: From our university's database of knowledge scores, we collected the prelesson, postlesson, and final test knowledge scores of the students who participated in the lesson and conducted a retrospective comparative analysis. Results: An analysis of scores concerning knowledge of COVID-19 from prelesson and postlesson tests shows that both teaching methods produce significant increases in short-term knowledge, with no statistical difference between the two methods (P > 0.05). The final test scores, however, show that the group of students who used the game-based computer application scored significantly higher in knowledge retention than did the online lecture group (P = 0.001). Conclusion: In the context of the disruption of traditional university teaching caused by the COVID-19 pandemic, the serious game we designed is potentially an effective option for online medical education about COVID-19, particularly in terms of its capacity for improved knowledge retention. Twit Text FOAVip The Effectiveness of a Serious Game Versus Online Lectures for Improving Medical Students Coronavirus Disease 2019 Knowledge ????Games Health J http://www.kidney.de/pget.php?&tw=1&pmid=33434099 #FOAvip Twit Text # Free Paper on # # # # # LINK http://www.kidney.de/pget.php?&tw=1&pmid=33434099 #FOAvip English Wikipedia <ref>{{Cite pmid|33434099}}</ref> The Effectiveness of a Serious Game Versus Online Lectures for Improving Medical Students Coronavirus Disease 2019 Knowledge #MMPMID33434099 Hu H; Xiao Y; Li H Games Health J 2021[Apr]; 10 (2): 139-144 PMID33434099show ga Objective: The sudden disruption of university teaching caused by the coronavirus disease 2019 (COVID-19) pandemic has forced universities to switch to online teaching. It is vital for graduating medical students to learn about COVID-19 because they are likely to treat COVID-19 patients after graduation. We developed a COVID-19 lesson for medical students that used either an online lecture or a serious game that we designed. The aim of this study is to explore the effectiveness of a serious game versus online lectures for improving medical students' COVID-19 knowledge. Materials and Methods: From our university's database of knowledge scores, we collected the prelesson, postlesson, and final test knowledge scores of the students who participated in the lesson and conducted a retrospective comparative analysis. Results: An analysis of scores concerning knowledge of COVID-19 from prelesson and postlesson tests shows that both teaching methods produce significant increases in short-term knowledge, with no statistical difference between the two methods (P > 0.05). The final test scores, however, show that the group of students who used the game-based computer application scored significantly higher in knowledge retention than did the online lecture group (P = 0.001). Conclusion: In the context of the disruption of traditional university teaching caused by the COVID-19 pandemic, the serious game we designed is potentially an effective option for online medical education about COVID-19, particularly in terms of its capacity for improved knowledge retention. |Analysis of Variance[MESH] |COVID-19/diagnosis/physiopathology/therapy[MESH] |Clinical Competence/*standards/statistics & numerical data[MESH] |Education, Distance/methods[MESH] |Education, Medical, Undergraduate/methods/standards/statistics & numerical data[MESH] |Female[MESH] |Games, Recreational/*psychology[MESH] |Humans[MESH] |Knowledge[MESH] |Male[MESH] |Retrospective Studies[MESH] |Students, Medical/*psychology/statistics & numerical data[MESH] |Teaching/psychology/*standards/statistics & numerical data[MESH]The Effectiveness of a Serious Game Versus Online Lectures for Improvi(epmc).pdf DeepDyve Pubget Overpricing