Student-centered learning and a whole-slide imaging platform were introduced. Histology education at the University of Eastern Finland (UEF) underwent a crucial curriculum reform in 2016. Gamification refers to the use or adoption of game mechanics, techniques and game theory outside the context of traditional game activities or industry into education. Therefore, educators are interested to implement active learning techniques including gamification to enhance students’ interest in histology and help them to appreciate its clinical relevance. Evidence suggests that student-focused approaches improve learning and academic performance compared with more traditional educator-centered strategies. Histology educators also face the daunting task of teaching a large volume of content in a very limited time. Students often struggle to appreciate the long-term relevance of histology in understanding the complexity of tissue organization, function and pathological processes. This study lends support to the use of gamification in the teaching of histology and may provide a foundation for designing a gamification-integrated curriculum across healthcare disciplines. In the open-ended survey, the students (23/41) viewed collaborative team- and gamification-based learning positively. The gaming approach seemed to enable the students to overcome individual difficulties (139/160) and to set up collaboration (107/160) furthermore, gamification promoted interest (109/160), and the respondents found the immediate feedback from senior professionals to be positive (146/160). The overall participant satisfaction using Kahoot® was high, with students (124/160) indicating that gamification increased their motivation to learn. The Kahoot® gamification program was successful and resulted in learning gains. Additionally, closed (160/215) or open-ended (41/215) feedback questions were collected and analyzed. In an effort to both evoke students’ interest and expand their skill retention, an online competition using Kahoot® was implemented for first-year students in 2018 ( n = 215) at the University of Eastern Finland.
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The purpose of this study was to investigate whether students in a medical and dental histology course would have better grades if they used gaming software Kahoot® and whether gamification effects on learning and enjoyment. Innovations in basic science teaching methods are needed to keep up with an ever-changing landscape of technology. Human morphology is a critical component of dental and medical graduate training.