This randomised experimental pilot study is intended to contribute to the investigations about the learning success of students in their fi rst clinical semester of dentistry using game-based learning in "Jeopardy"-setting. In dentistry, there are no studies available on this learning and teaching context.All students from the fi rst clinical semester of the dentistry course at Goethe University Frankfurt am Main were included in this study (n=25). They underwent a pre-test with 39 multiple-choice questions (MCQ) and a 15-min solution time. The students were divided into two groups (active participants/players [A; n=13] and passive participants/listeners [P; n=12]) for the duration of two game-based learning units of "Jeopardy". Both groups then completed a post-test (39 MCQ, 15 min time). The intervention was evaluated with the help of a questionnaire to determine the satisfaction and learning behaviour of the students.An evaluation of the pre-and post-tests showed an average score increase of 2.08 points (P), with the active player group improving by 0.31P and the passive listener group improving by 4P.On the evaluation sheet, on a scale of 1-10, the setting was assessed positively by all participants (7.64±1.8); the questions asked whether self-study was stimulated (4.2±0.9 on a scale of 1-5). In addition, students indicated that they would recommend this setting to other students (4.0±0.9 on a scale of 1-5).In summary, game-based learning in "Jeopardy"-setting was assessed positively by both active and passive participants but did not facilitate a signifi cant increase in knowledge in either group.
We have not had any relevant financial relationships with any commercial interests over the past 24 months Autism Spectrum Disorder (ASD) is rapidly increasing in prevalence in Canada, currently 1 in 66 children and youth is being diagnosed. 1 ASD includes a wide range of developmental challenges that influence a child's nutritional intake. Children with ASD reported to be five times more likely to have feeding problems compared to children without ASD. 2 Current nutrition management of ASD by non-medical practitioners suggests need for additional education and training.
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