Effectiveness of gamification and conventional teaching on antimicrobial resistance awareness among dental students: A randomized controlled trial

Objectives: To compare gamification-based learning with conventional lectures for improving antimicrobial resistance (AMR) awareness among dental students. Methods: Eighty first-year dental students were randomized into lecture-based and gamification-based learning groups. Knowledge was assessed at baseline, immediately post-intervention, and after one month using a validated questionnaire. Statistical analysis included Mann-Whitney U and Friedman tests. Results: Immediate post-intervention scores were higher in the lecture group, while both groups demonstrated significant knowledge improvement over time. No significant difference was observed between groups after one month. Conclusions: Both teaching approaches effectively enhance AMR awareness. Blended learning strategies combining interactive and traditional methods may optimize educational outcomes.