Gamified mobile microlearning improved written exam scores but not global clinical performance assessments in psychiatry clerkship students¶
Claim · All claims
Evidence · 1 study · reviewr3·q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? The intervention group using the Roozbehyar app scored significantly higher on the final written exam (p = 0.031), but global clinical performance assessments did not differ significantly between groups. → Mokhtari Saba 2026
Evidence¶
Mokhtari Saba 2026¶
Mokhtari Saba, Mokhtari Asieh, Shariat Seyed Vahid, Nazeri Astaneh Ali, Shalbafan Mohammadreza. (2026). Innovative technologies in psychiatry education: a systematic review. BMC Medical Education. https://doi.org/10.1186/s12909-026-09573-1
q2 · i? · review · r3
Quasi-experimental study of 72 fifth- or sixth-year medical students (27 app, 35 control) during a four-week psychiatry rotation using a gamified microlearning app with short modules, quizzes, and challenges. The review reports a written exam advantage (p = 0.031) but no difference in global clinical assessment.
"At the end of the rotation, the intervention group had significantly higher scores on the final written exam (p = 0.031). However, global clinical performance assessments did not differ significantly between the two groups. Participants’ feedback was mainly positive regarding content quality and educational value."
Discussion¶
Related Claims¶
- Technology-based interventions in psychiatry education mostly show positive short-term effects on knowledge, skills, confidence, and empathy, but evidence of sustained learning is inconsistent — a broader claim this one bears on
- Gamified clinical skill learning moderately improves student attitudes toward learning, based on a small evidence base — related
- Gamified web and mobile learning show moderate knowledge effects with greater variability than serious games — a broader claim this one bears on
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| Field | Value |
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review |
generated |
by process:wiki-ingest on 2026-10-31 |
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