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Background: Game-Based Learning (GBL) is an innovative pedagogical approach that utilizes digital applications to enhance health sciences higher education. Therefore, analyzing faculty and students' perspectives on GBL can help educational administrators, educators, and researchers tailor GBL to students' needs. Purpose: This study aimed to explore faculty (teachers) and students' perspectives towards GBL in health sciences higher education. Further to identify barriers affecting the use of GBL as well as recommendations for its use from their perspectives. Methods: A descriptive-qualitative approach was conducted at a Saudi university. A total of 42 semi-structured interviews were completed with a purposive sampling of 22 faculty members and 20 students until data saturation. The data were analyzed using a thematic content analysis approach. Results: Faculty members and students reflected on their personal experiences using GBL, and the data presented seven themes and 30 categories emerged from the content analysis: common digital apps, purpose and uses, effect or benefits of GBL, personal experience with GBL, challenges and barriers affecting the use of digital games, and recommendations for educators on using GBL apps. Conclusion: The experiences of both students and faculty demonstrated that GBL can enhance classroom learning and complement traditional teaching approaches in health sciences higher education. GBL's safe, immersive environment lets students practice many generic skills, boosting interest, motivation, and peer-mediated learning. Faculty and students shared their GBL experiences, responsibilities, and enthusiasm. Health sciences higher education institutions should consider ways to increase flexibility in providing resources and training to educators who want to build and use the GBL approach in their classroom.
RESUMO
Silver nanoparticles (AgNPs) and ions (Ag+) have recently gained broad attention due to their antimicrobial effects against bacteria and other microbes. In this work, we demonstrate the use of super-resolution fluorescence microscopy for investigating and quantifying the antimicrobial effect of AgNPs at the molecular level. We found that subjecting Escherichia coli (E. coli) bacteria to AgNPs led to nanoscale reorganization of histone-like nucleoid structuring (H-NS) proteins, an essential nucleoid associated protein in bacteria. We observed that H-NS proteins formed denser and larger clusters at the center of the bacteria after exposure to AgNPs. We quantified the spatial reorganizations of H-NS proteins by examining the changes of various spatial parameters, including the inter-molecular distances and molecular densities. Clustering analysis based on Voronoi-tessellation were also performed to characterize the change of H-NS proteins' clustering behavior. We found that AgNP-treatment led to an increase in the fraction of H-NS proteins forming clusters. Similar effects were observed for bacteria exposed to Ag+ ions, suggesting that the release of Ag+ ions plays an important role in the toxicity of AgNPs. On the other hand, we observed that AgNPs with two surface coatings showed difference in the nanoscale reorganization of H-NS proteins, indicating that particle-specific effects also contribute to the antimicrobial activities of AgNPs. Our results suggested that H-NS proteins were significantly affected by AgNPs and Ag+ ions, which has been overlooked previously. In addition, we examined the dynamic motion of AgNPs that were attached to the surface of bacteria. We expect that the current methodology can be readily applied to broadly and quantitatively study the spatial reorganization of biological macromolecules at the scale of nanometers caused by metal nanoparticles, which are expected to shed new light on the antimicrobial mechanism of metal nanoparticles.