Arterial blood gas (ABG) analysis is an essential clinical competency that requires students to integrate knowledge of acid-base balance, oxygenation, and ventilation with clinical reasoning. Although various student-centered educational approaches have been used in ABG education, evidence regarding their effects on higher-order learning outcomes such as clinical scenario interpretation, problem-solving, decision-making, and learning retention remains limited.
This randomized controlled trial aims to evaluate the effectiveness of an interactive teaching approach integrating concept mapping and gamification for teaching arterial blood gas analysis to first-year anesthesia students. Participants will be randomly assigned to either an intervention group or a control group. Both groups will receive four weekly educational sessions with identical learning objectives and instructional content. The control group will receive traditional lecture-based instruction supported by question-and-answer activities and written course materials. The intervention group will receive an interactive educational program integrating concept mapping, clinical case analysis, Wordwall activities, Kahoot quizzes, and gamification elements including points, digital badges, and a leaderboard.
The primary outcome is conceptual knowledge of arterial blood gas analysis. Secondary outcomes include clinical scenario interpretation skills, problem-solving skills, and clinical decision-making tendencies. Outcomes will be assessed at baseline, immediately after completion of the four-week educational program, and three months after the intervention to evaluate learning retention.