Development of a board game to teach the new drug development process

초록

Background: The new drug development process is complex, time-consuming, and costly, involving multiple stages from non-clinical to clinical trials. Traditional lecture-based education has limitations in conveying the intricacies of decision-making involved in new drug development. To address these challenges, a board game was developed to engage undergraduate students in experiential learning through interactive gameplay. Methods: A board game was designed to simulate key stages of drug development, from non-clinical to Phase III clinical trials. As participants progress through each stage, they learn essential elements specific to that phase of the new drug development process. All players started with six drug cards and strived to achieve the highest final score by effectively managing events that arose during the new drug development process. Between stages, players could increase or decrease the probability of success for their new drug candidate using various event cards. They also had opportunities to exchange their new drug candidates with other players. The prototype was tested with eighteen undergraduate students to evaluate both engagement and educational impact. Feedback data were analyzed to assess the game’s educational effectiveness and user satisfaction. Results: The game successfully engaged students by providing a hands-on experience of the new drug development process. Participants reported an improved understanding of clinical trial phases and better decision-making skills under uncertainty. Quantitative feedback indicated high levels of engagement and educational value. However, some students found the initial rules complicated, and the game required considerable time. Conclusion: The board game demonstrated significant potential as an educational tool for teaching drug development and clinical trials. It provided interactive learning beyond traditional lectures, offering students practical insights into the subject. Further studies with a larger group of participants will be needed to validate the game’s educational impact and refine its design.