“More fun than studying or reading a textbook” – Perceptions of a boardgame intervention on toxicology education

Introduction: Undifferentiated poisoning cases are common presentations to emergency departments. Clinicians are required to be familiar and up to date with the identification and management of these cases. Game-based learning is a unique educational intervention that facilitates learning and has a proven track record in toxicology education. This study sought to explore the impact of a newly designed board game (ToxiTrail™) on improving the toxicological knowledge of clinicians. Methods: An explorative, qualitative study was performed using focus group interviews on staff working in emergency departments in Tygerberg and Khayelitsha Hospitals, and students enrolled in the Postgraduate Diploma in Medical Toxicology at Stellenbosch University. Interviews were recorded, transcribed and analysed using Braun and Clarke's reflexive thematic analysis, developing themes related to the educational experience and optimisation of the boardgame. Results: Thirty participants participated in three distinct focus group interviews. Four primary themes were constructed following the interviews, namely: Educational value and clinical relevance of the board game; Engagement and learning experience; Ideal usage scenarios and target audience; and Recommendations for improvement. Discussion: Our study showed that the boardgame intervention enhanced the learning and understanding of toxicology concepts amongst participants, identified knowledge gaps and promoted storytelling. The active engagement of the game promoted the retention of knowledge from a real-world perspective and was a fun alternative to other educational instruction methods. Furthermore, the interviews assisted in improving the boardgame.