Learning beyond the lab: A gamified approach to anatomy education in a museum-based experience.

Abstract

Anatomy education, traditionally rooted in descriptive instruction and cadaveric dissection, is undergoing a significant transformation through the integration of educational technologies and contemporary pedagogical strategies. Among these, active learning methodologies, such as gamified-based learning, have emerged as approaches designed to foster engagement, enhance interactivity, and support students' learning process. This study explores the implementation of a gamified learning activity within a Human Anatomy Museum, leveraging its rich collection of anatomical specimens to create a dynamic educational experience. The study included first-year undergraduate health sciences students enrolled in systemic morphofunctional sciences courses. All students participated in expository lectures and an initial museum visit. A subset of students later returned to the museum for a gamified session focused on cardiorespiratory anatomy. Data collected from the groups included sociodemographic profiles, pre- and post-test knowledge assessments, and a perception questionnaire. Dental students also completed the late post-test. The results showed improvements in the post-test in both groups compared to the pre-test. Post-test scores were comparable between the gamified and control groups, indicating no additional effect of the intervention on test performance. Students who engaged in the gamified activity reported high levels of perceived usefulness, engagement, and enjoyment. Gamified strategies, when thoughtfully integrated into museum-based learning environments, hold promise as an innovative pedagogical tool in undergraduate health science curricula.