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Harry Potter and the Osteopathic Medical School Part 2: Creating a Virtual Harry Potter-Themed Day as a High-Yield Review for Final Examinations.

ABSTRACT: The role of gamification and active learning has been common topics of conversation in higher education for many years. These learning tools have been correlated with a multitude of positive effects, including increased student engagement, collaboration, and motivation to learn. This article explores the role of gamification and active learning in a virtual setting using a gamified Harry Potter-themed final examination review session for first-year osteopathic medical students. We also discuss how gamification can be used to improve the connectivity and wellness of students as they attend classes almost entirely online during the COVID-19 global pandemic.

Supplementary information

The online version contains supplementary material available at 10.1007/s40670-022-01501-4.

SUBMITTER: Willis T

PROVIDER: S-EPMC8752117 | biostudies-literature |

REPOSITORIES: biostudies-literature

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Project description:In recent decades, a substantial number of popular press articles have described an increase in demand for certain species in the pet trade due to films such as "Finding Nemo", "Ninja turtles", and "Harry Potter". Nevertheless, such assertions are largely supported only by anecdotal evidence. Given the role of the wildlife trade in the spread of pathogens and zoonosis, the introduction of invasive species, the overexploitation of biodiversity, and the neglect of animal welfare, it is crucial to understand what factors drive demand for a species. Here, we investigate the effect the movie industry may have on wildlife trade by examining the relationship between the "Harry Potter" cultural phenomenon and the trade in owls within the United Kingdom (UK). We gathered data from the UK box office, book sales, and newspaper mentions, and examined their relationship with data from three independent sources reflecting the legal ownership of owls in the UK, which is likely to involve several thousands of animals. Additionally, we conducted a questionnaire survey with UK animal sanctuaries to study the presumed mass abandonment of pet owls when the film series ended. Counter to common assertions, we find no evidence that the "Harry Potter" phenomenon increased the legal trade in owls within the UK, even when possible time-lag effects were taken into account. Only one indicator, the number of movie tickets sold, showed a weak but contradictory relationship with demand for owls, with a recorded drop of 13% (95% CI: 3-27%) per 1 SD in tickets sold in the original analysis but an increase of 4% (95% CI: 0-8%) with a one-year lag. In addition, our results suggest that the end of the Harry Potter series did not have a noticeable impact on the number of owls abandoned in UK wildlife sanctuaries, as only two of the 46 animal sanctuaries we contacted independently stated they had seen an increase in owls received and believed this was due to the Harry Potter series. We highlight the importance of further research on the drivers of demand for wildlife to better manage this global trade, and discuss the potential to use films to positively influence behaviour.

Project description:BackgroundFailure rates on medical specialist final summative examinations in Australia are high, regardless of speciality. Examination failure can have detrimental psycho-social, financial and job security effects on the trainee, while delays in completion of training adversely impacts workforce growth and health outcomes for the community. The study aimed to explore the preparation factors that contribute to ophthalmology trainee success in their final summative examination.MethodsSemi-structured in-depth interviews were conducted with 29 participants via telephone or Zoom with ophthalmology trainees and Fellows. To be eligible, interviewees had to have sat the Royal Australian and New Zealand College of Ophthalmologists Advanced Clinical Examination (RACE) within the past five years or were providing supervision to trainees preparing for RACE. Interviews were audio-recorded, transcribed and thematically analysed.ResultsExamination success was underpinned by six themes relating to preparation: (i) 'Those who fail to plan, plan to fail', which related to development and adherence to a study plan; (ii) 'It takes a village' encompassed trainees establishing and activating personal and professional supports; (iii) 'Get to know your opponent', which encompassed developing an understanding of the examination construct, format and requirements; (iv) 'There is no substitute for hard work', which related to intensive study over a period of 12-18 months; (v) 'Keep pace with the herd', which referred to benchmarking preparation efforts and progress against peers; and (vi) 'Don't jump the gun', which related to ensuring readiness to sit.ConclusionsMaximising medical specialist examination pass rates is in the best interest of trainees, training Colleges, health care systems and communities. Recognising and facilitating preparation approaches that foster success in final summative examinations are the collective responsibility of trainees, specialist training Colleges, training networks and health systems. Trainees need to plan for examination success, be self-determined to commit to intensive study over an extended time period and be realistic about their readiness to sit.

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Harry Potter and the Osteopathic Medical School Part 2: Creating a Virtual Harry Potter-Themed Day as a High-Yield Review for Final Examinations.

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