A game for teaching antimicrobial mechanisms of action

Valente, Patrícia; Lora, Priscila Schmidt; Landell, Melissa Fontes; Schiefelbein, Carolina S.; Girardi, Fábio Muradás; Souza, Leonardo Dos R.; Zanonato, Angela; Scroferneker, Maria Lúcia

doi:10.1080/01421590802637958

Cited by 39 publications

(36 citation statements)

References 13 publications

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“…Valente and colleagues used a board game to teach the mechanisms of antimicrobial actions. 8 Girardi and colleagues created a "T-and B-Cell Ontogeny" board game. 9 In both studies, students who played the game had positive impressions of the game and showed improvement between pretest and posttest scores.…”

Section: Introductionmentioning

confidence: 99%

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An Educational Board Game to Assist PharmD Students in Learning Autonomic Nervous System Pharmacology

Jones

Tincher

Odeng-Otu

et al. 2015

American Journal of Pharmaceutical Education

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Objective. To examine whether playing a board game can assist PharmD students in learning autonomic nervous system (ANS) pharmacology. Design. Of 72 students enrolled in a required second-year pharmacology course, 22 students volunteered to play the board game, which was followed by an in-class examination consisting of 42 ANS questions (ANSQs) and 8 control questions (CTLQs). Participants were given a pretest and a posttest to assess immediate educational improvement. Participants' scores for pretest, posttest, in-class examination, and ANSQs were compared. Also, scores for examination, ANSQs, and CTLQs were compared between board game participants (PART) and nonparticipating classmates (NPART). Assessment. Board game participants scored progressively higher between the pretest, posttest, examination, and ANSQs. Additionally, PART scores were higher than NPART scores for examination and ANSQs. Difference between PART and NPART CTLQ scores was not significant. Conclusion. A board game can assist PharmD students in learning ANS pharmacology.

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Section: Introductionmentioning

confidence: 99%

“…[2][3][4][5][6][7][8][9][10] Not only can games make learning more enjoyable, but they can also encourage in-class participation and improve students' attitudes toward learning the material. The type of game and the methods of analysis seem dependent on the type of content and the end educational goal of the game.…”

Section: Introductionmentioning

confidence: 99%

An Educational Board Game to Assist PharmD Students in Learning Autonomic Nervous System Pharmacology

Jones

Tincher

Odeng-Otu

et al. 2015

American Journal of Pharmaceutical Education

View full text Add to dashboard Cite

show abstract

“…Most teachers agree that students potential of learning from a didactic lecture is less when compared to students who are engaged in a learning process where they critically analyze the problem, acquire the knowledge and able to apply it in a meaningful and applicable way [7].…”

Section: Discussionmentioning

confidence: 99%

“…Using the above material, we introduced the teams to a game with two tasks to reinforce the core concepts of PBL followed at RAKMHSU and to promote imagination, problem designing, problem solving skills, confidence, and team working spirit. "Game based learning," as it is called, is an instructional methodology in which the learner participates in a competitive game with preset rules [6,7]. It has been proven to have better attitude, team spirit, and retention rates than the traditional didactic methods.…”

Section: Introductionmentioning

confidence: 99%

Transformational magnetic play set as mind opener game in a Problem Based Learning workshop

Srinivasan¹,

Bryant²

2018

J Contemp Med Edu

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Background and Aim: Critical thinking and application are imperative skills for medical students as they learn to look for clinical features, interpret investigation, diagnose, and treat patients. Many educational strategies exist to foster this process, one of which is problem based learning (PBL). Though the concept of PBL looks lucid and uncomplicated, it requires understanding of the principles by faculties and students to make it more student oriented. We used a "Magnetic Building Set" as a mind opener to orient the teaching faculty at RAK Medical and Health Sciences University to the core concepts of PBL. The main aim of the workshop was to familiarize the faculty on various aspects of PBL, especially, the importance of identification of learning objectives, designing a problem on predesigned objectives, and the relation of PBL to inquiry based learning. This study also depicts how a simple game can make the participants correlate with the principles behind PBL. Methods: A total of 17 new faculty members, some of them having previous exposure of teaching in a PBL curriculum were included in the medical education orientation workshop on PBL. The faculty members were divided into three groups and each group was given a magnetic building set, which consisted of metallic spheres and magnetic rods. Initially, there were asked to make design of their choice using all the materials and later a second task was given asking them to make a specific structure. The game is then correlated to the key principles of PBL using a pre-and post-game questionnaire. Results: After the game, the knowledge of the faculty regarding the concepts and efficient use of PBL increased dramatically. The post-game questionnaire showed all the faculty understood well about the concepts of PBL. Conclusion: Various instructional strategies are employed in adult learning. Further, game-based learning is one amongst them and the current study highlights how a simple game can be used as an innovative and effective approach to introduce the concepts of PBL.

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“…The "innovative" teaching strategies such as gaming, respond to different learning styles (visual, auditory, or kinesthetic) of students and facilitates learning by making the learning process more exciting and entertaining [5]. Many studies have considered educational gaming as more entertaining and motivating for students [3,5,6,11,14,22,23]. The learning process involves not only the internalization of the knowledge, but also the emotional and social satisfaction of the learner.…”

Section: Discussionmentioning

confidence: 99%

Oyunlaştırmanın temel mikrobiyoloji eğitiminde öğrenmeye etkisi: Pilot çalışma

Karahan

Koşan

Demirören

2015

Marmara Medical Journal

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Objectives: This study investigated the effect of using games instead of classroom-lectures on learning in a microbiology course and assessed the learning outcomes and the retention of knowledge, as well as analyzed students' perceptions of their learning. Materials and Methods:The study was performed on 19 first year students of the Ankara University, Vocational School of Health, Division of Medical Laboratory Techniques. The students were randomly divided into two groups. The control group was given a lecture, and the study group was asked to construct either a gram-positive or a gram-negative bacterium by using stationary items and colored images of bacteria. Each group was evaluated by pre-, post-and retention-tests. The retention test was given two months later. Additionally, students filled a questionnaire. Kruskal Wallis H, Mann-Whitney U, and Wilcoxon Signed Ranks tests were used for statistical analyses.Results: The groups did not differ in terms of the means of post-test, and retention test scores, although both groups' scores significantly improved after the lesson. When the questionnaires were compared, the study group gave significantly higher scores on topics about the effect of teaching method on learning and the learning process.Conclusion: As the gaming approach was regarded as more motivating, positively reinforcing and dynamic, well-constructed educational games can be used in small groups to enrich microbiology education.

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A game for teaching antimicrobial mechanisms of action

Abstract: The game could be applied to other undergraduate courses in the field of Health Sciences.

Cited by 39 publications

References 13 publications

An Educational Board Game to Assist PharmD Students in Learning Autonomic Nervous System Pharmacology

An Educational Board Game to Assist PharmD Students in Learning Autonomic Nervous System Pharmacology

Transformational magnetic play set as mind opener game in a Problem Based Learning workshop

Oyunlaştırmanın temel mikrobiyoloji eğitiminde öğrenmeye etkisi: Pilot çalışma

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