Objective: Assessment of the pedagogical effect and technological acceptance of the serious game, CODIFICO, which has been designed to train medical students in ICD-10 diagnosis coding. Materials and Methods: We designed the serious game, CODIFICO, as an alternative way to teach ICD-10 diagnosis coding to undergraduate medical students. To assess the pedagogical effect of the game, we used the quasiexperimental pretest-posttest design. The participants began by completing a knowledge pretest on Blackboard. After the pretest, the teacher presented the game to the students and invited them to play it for 1 week. Then, the students completed the posttest on Blackboard. We applied the Wilcoxon test to establish the difference between the pretest and posttest. We designed a questionnaire to evaluate the participants' technology acceptance toward the game. Results: Sixty-one undergraduate medical students from a large Colombian private university took part. There was no statistically significant difference between the pretest and the posttest. However, the game had some positive effects on knowledge. The game was well accepted among the participants. Conclusion: The game, CODIFICO, was useful to teach diagnosis determination, not diagnostic coding. Some of the reasons that caused this situation were insufficient attention to the pedagogical theory, excessive reliance on clinical aspects of the medical training, limited resources, and lack of experience at the medical school to design gamification strategies.
Keywords: Clinical coding; International Classification of Diseases; Learning; Medical education; Serious games.