Abstract
BACKGROUND: Clinical reasoning is essential for healthcare professionals to ensure patient safety. Various teaching and assessment methods, such as comprehensive integrative puzzles (CIP), have been developed to enhance clinical reasoning in medical education. This study implemented a modified CIP titled 5CardsGame to enhance and assess clinical reasoning in surgical technologist students. METHOD: This pre-experimental study employed an interrupted time-series design. Thirty-six students were recruited using convenience sampling. The intervention, based on gamification principles and script theory, involved playing with color-coded cards related to five surgical procedures over six weeks, with three series of tests conducted biweekly. The mean correct card selection for each scenario and the time taken to complete them in the first test served as baseline criteria. Scores and times recorded in the subsequent two tests were used to compare learning progress and clinical reasoning skill improvement. RESULTS: The mean score increased from 1.17 in the first test to 2.39 and 3.83 in the second and third tests, respectively. The mean completion time decreased from 14.67 min to 9.19 and 6.42 min. Paired comparisons revealed that the mean time reduction was significant across all three comparisons. Statistical analysis showed strong effect sizes for both score improvements and time reductions. CONCLUSION: The 5CardsGame significantly improved students' learning and clinical reasoning skills in surgical technology education. The game's ability to enhance both accuracy and speed of decision-making suggests its effectiveness in developing crucial competencies. Integration of this method into educational programs for surgical technologist students could potentially enhance their preparedness for professional practice.