Impact of a game-based learning intervention on antimicrobial stewardship knowledge among pharmacy students
1
Clinical Pharmacy and Pharmacy Management, University of Nigeria, Nsukka, Enugu, Nigeria
2
HIV Clinic, University of Nigeria Teaching Hospital, Ituku Ozalla, Enugu, Nigeria
Popul. Med. 2026;8(Supplement Supplement 1):
ABSTRACT
INTRODUCTION:
Antimicrobial resistance (AMR) is a growing global health challenge driven by inappropriate antimicrobial use. Pharmacists play a role in Antimicrobial Stewardship (AMS), yet AMS training in Nigeria is lecture-based and offers limited opportunities for active learning. Game-based learning has shown potential to enhance engagement and knowledge retention, but low-cost interventions tailored to pharmacy students are scarce. This study evaluated the effect of PharmaLudo, a Ludo-based educational game, on AMS knowledge, perception, and acceptability among pharmacy students in a Nigerian university.
METHODS:
A quasi-experimental, three-arm interventional study was conducted among 303 pharmacy students (400–600 level) at the University of Nigeria, Nsukka. Following baseline AMS knowledge assessment and a refresher lecture, participants were allocated to lecture-only, lecture plus individual gaming, or lecture plus team-based gaming groups. Post-intervention knowledge, perception, and acceptability were assessed with a questionnaire. Data were analyzed using descriptive statistics and chi-square tests, with p ≤ 0.05 considered significant
RESULTS:
Significant improvements were observed in AMS knowledge after the intervention, particularly for infections not always requiring antibiotics (Δ = +76.7%, p = 0.023), de-escalation strategies (Δ = +56.7%, p = 0.034), broad-spectrum antibiotics (Δ = +50.0%, p = 0.037), and the WHO AWaRe classification (Δ = +33.4%, p < 0.001). Gamers demonstrated significantly better overall knowledge compared with non-gamers (88.9% vs 8.3% good knowledge; p < 0.001). Perception of the PharmaLudo was significantly associated with method of learning (p < 0.001), with 76.7% of gamers agreeing or strongly agreeing that the game improved knowledge retention and 53.3% reporting enhanced peer interaction. Acceptability was high among gamers, with 88.9% demonstrating good acceptability and 53.3% agreeing or strongly agreeing they would recommend the method for future courses.
CONCLUSIONS:
PharmaLudo significantly improved AMS knowledge, perception, and acceptability among pharmacy students, supporting the integration of culturally relevant game-based learning into undergraduate AMS education
Antimicrobial resistance (AMR) is a growing global health challenge driven by inappropriate antimicrobial use. Pharmacists play a role in Antimicrobial Stewardship (AMS), yet AMS training in Nigeria is lecture-based and offers limited opportunities for active learning. Game-based learning has shown potential to enhance engagement and knowledge retention, but low-cost interventions tailored to pharmacy students are scarce. This study evaluated the effect of PharmaLudo, a Ludo-based educational game, on AMS knowledge, perception, and acceptability among pharmacy students in a Nigerian university.
METHODS:
A quasi-experimental, three-arm interventional study was conducted among 303 pharmacy students (400–600 level) at the University of Nigeria, Nsukka. Following baseline AMS knowledge assessment and a refresher lecture, participants were allocated to lecture-only, lecture plus individual gaming, or lecture plus team-based gaming groups. Post-intervention knowledge, perception, and acceptability were assessed with a questionnaire. Data were analyzed using descriptive statistics and chi-square tests, with p ≤ 0.05 considered significant
RESULTS:
Significant improvements were observed in AMS knowledge after the intervention, particularly for infections not always requiring antibiotics (Δ = +76.7%, p = 0.023), de-escalation strategies (Δ = +56.7%, p = 0.034), broad-spectrum antibiotics (Δ = +50.0%, p = 0.037), and the WHO AWaRe classification (Δ = +33.4%, p < 0.001). Gamers demonstrated significantly better overall knowledge compared with non-gamers (88.9% vs 8.3% good knowledge; p < 0.001). Perception of the PharmaLudo was significantly associated with method of learning (p < 0.001), with 76.7% of gamers agreeing or strongly agreeing that the game improved knowledge retention and 53.3% reporting enhanced peer interaction. Acceptability was high among gamers, with 88.9% demonstrating good acceptability and 53.3% agreeing or strongly agreeing they would recommend the method for future courses.
CONCLUSIONS:
PharmaLudo significantly improved AMS knowledge, perception, and acceptability among pharmacy students, supporting the integration of culturally relevant game-based learning into undergraduate AMS education
| eISSN: | 2654-1459 |
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