Abstract:

Introduction:
Promoting active participation of students using different APPs is becoming more frequent when teaching at the University. This process, known as gamification as it incorporates applications designed for gaming, provides advantages for the participation and motivation of students. It can also improve academic results and be used for the continuous evaluation of their learning process.
Clinical sessions on real cases are frequently used while teaching health sciences. They can be implemented using gamification programs. These sessions are usually carried out in the classroom and the teacher as well as the students can immediately discuss the options provided for the case.

Objectives:
To compare a deferred participation system versus other type of systems used for Interactive Clinical Sessions with immediate resolution, such as Kahoot®.

Method:
The study was performed with all the students involved in the subject "Oral Repercussions of Systemic Diseases" of the Degree in Dentistry of the Complutense University of Madrid, during the 2020-21 academic year.
Students were sent a form with questions about a clinical case in order to provide an online answer. They were given three days to complete it using the Google Forms® application. After these three days, the teacher resolved the case discussing and explaining right and wrong answers provided by the students.

Results:
89.5% of the students considered useful the clinical session format for learning. 94.7% thought that sharing and discussing the results with teachers made learning easier for them.
Immediate Kahoot® vs referred forms allowed them to “think more about the questions” for 97.4% of the students. Therefore, for 94.7% this method was more useful.

Discussion:
In our group of students who had already worked with immediate participation applications such as Kahoot® we have evaluated their opinion regarding a non-immediate participation methodology with Google Forms®.
We have found that students prefer a system in which they have time to reflex about tests. They consider it more useful and that it improves their learning process. They valued specially the sessions where results were discussed with the teachers and the correct diagnosis was achieved.

Keywords:

Gamification, Dentistry, Innovate.