Impact of a Mobile App-Based Gamified Learning Platform on the Proficiency of Medical Record Officers in ICD-11 Coding in Ahoada West LGA of Rivers State

Ingrid Omenihu Madume; Chibuzor  Chika

doi:10.51699/cajmns.v7i1.3105

Authors

Ingrid Omenihu Madume Department of Science Education, Faculty of Education, Rivers State University, Port Harcourt, Rivers State, Nigeria
Chibuzor Chika Department of Health and Safety Education, Ignatius Ajuru University of Education, Rumuolumeni, Port Harcourt, Rivers State, Nigeria

DOI:

https://doi.org/10.51699/cajmns.v7i1.3105

Keywords:

Gamification, Mobile Learning, ICD-11 Coding, Medical Record Officers, Health Information Management, Ahoada West

Abstract

This study investigates the impact of a mobile app-based gamified learning platform on the proficiency of medical record officers in ICD-11 coding in Ahoada West LGA, Rivers State. Accurate medical coding is essential for healthcare administration, billing, and disease tracking. The transition to the ICD-11 system presents a significant challenge for medical record officers, particularly in resource-limited settings. This study employed a mixed-methods research design, combining quantitative and qualitative approaches. A sample of 85 medical record officers from various health facilities in Ahoada West LGA participated. Quantitative data was collected using a structured questionnaire administered before and after a six-week intervention using the gamified learning app. Qualitative data was gathered through semi-structured interviews with 15 participants. This study has been guided by the theoretical framework of Technology Acceptance Model (TAM), which is used to help explain how users come to accept and use a technology. Internal and external credibility and validity were discussed and statistical analysis (mean scores, paired t-tests) was performed on quantitative data, thematic analysis on interview data. The results revealed that officers using the gamified platform experienced a marked improvement in their coding accuracy, speed, and confidence. Mean coding proficiency score improved from 2.15 prior to intervention to 3.78 after intyervention. Thematic analysis showed that gamification aspects (points, badges, and leaderboard) increased the level of engagement and the willingness to learn. Conclusions In conclusion, it was found that mobile app-based gamified learning is an efficacious tool for improving ICD-11 coding skills in low-resourced rural health settings. It promotes the inclusion of [these platforms] within continuous professional development for health information management workforces as a way to fill competency gaps to ultimately improve the quality of the health data upon which healthcare systems rely.

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