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

Jones, Jennifer; Tincher, Lindsay; Odeng-Otu, Emmanuel; Herdman, Michelle L.

doi:10.5688/ajpe798114

Cited by 29 publications

(13 citation statements)

References 8 publications

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“…Their responses and interpretations revealed that the use of educational games in the teaching process helps students to learn and improve certain skills, as well as increase their academic success and knowledge retention. The students listed the benefits of educational games:  They make the lesson more entertaining  They promote collaboration among students  They encourage active student participation  They increase motivation towards the lesson  They make lessons enjoyable and attract attention to the topic  They encourage effective communication among students  They facilitate learning and provide visual learning  They enable students to express themselves  They help students to reinforce their knowledge by reviewing the topics  They keep students engaged in the material  They empower students to correct their own mistakes  They enable to overcome challenges  They boost students' self-confidence Similar to those found in this study, many studies in the related literature on using games to teach various topics [2,3,4,5,7,8,15,17,18,19,20,21,22,23,24,32,35,37,38] report that teaching with games enhances students' motivation as well as increases their motivation, promotes active participation in lessons and the development of positive attitudes, and makes lessons more entertaining and pleasant.…”

Section: Conclusion and Discussionsupporting

confidence: 72%

“…Games have an important role in realizing active learning since they include both interactive and distinctive elements [33]. They not only make learning more entertaining but also encourage students' in-class participation and foster their attitudes towards learning [18]. Moreover, students who are motivated and included in the teaching method can have a more successful learning outcome, yielding a permanent body of knowledge which can later be recalled [33].…”

Section: Introductionmentioning

confidence: 99%

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The Effect of Using Educational Games in Teaching Kingdoms of Living Things

Selvi¹,

Çoşan²

2018

ujer

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This study aims to investigate the effects of using scientific educational games in teaching Kingdoms of Living Things on students' academic achievement and retention of knowledge. The study also assessed students' perceptions of these educational games. 68 ninth grade students constitute the study group of this research. In the school in which the instruction was carried out two ninth grade classes were randomly assigned as experimental group and control group. The implementation of the study lasted seven weeks as three lesson hours per week. The same method of lecturing was carried out in the experimental and control groups. Review of the topics was made by researcher through the question-answer method and giving the activities in the textbook as homework in the control group. In the experimental group, educational games were used to review, reinforce and assess the topics. At the end of the study the score of posttest and the retention test implemented six month after showed a significant difference in favor of experimental group. The results put forth that educational games enhance students' achievement and are an effective tool in providing the retention of new knowledge. Within the scope of the study, the experimental group students' views on the use of educational games were obtained at the end of implementation, which were generally positive. The students found the games informative, entertaining and reinforcing their learning, and stated that they are effective in enabling the retention of new knowledge, promoting collaboration with their peers, and increasing their interest and motivation for learning.

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Section: Conclusion and Discussionsupporting

confidence: 72%

Section: Introductionmentioning

confidence: 99%

The Effect of Using Educational Games in Teaching Kingdoms of Living Things

Selvi¹,

Çoşan²

2018

ujer

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“…The Burns Game is the only board game in the literature in the field of burn education. Other games have been described in the literature on topics such as paediatric medicine, 8 neonatology 9 and pharmacology, 10 , 11 however they are targeted at teaching specific groups of healthcare professionals rather than improving education in a multidisciplinary setting. A Cochrane Review in 2013 was unable to confirm or refute the utility of games as a teaching strategy but did go on to identify a need for more research in this field.…”

Section: Discussionmentioning

confidence: 99%

An educational board game for learning and teaching burn care: A preliminary evaluation

Whittam

Chow

2017

Scars, Burns & Healing

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Timely and effective assessment, resuscitation and transfer of patients with severe burns has been demonstrated to improve outcome. A dedicated one-day course exists to equip all frontline emergency healthcare workers with the necessary knowledge and skills to manage severe burn injuries. More recently, a board game has been developed which aims to act as a learning and practice development tool for those managing burn injuries. We present the findings of our preliminary evaluation of this game. We played this game with a multidisciplinary group of staff including doctors, nurses and therapists. A proportion of these participants had previously completed the Emergency Management of Severe Burns (EMSB) course. We obtained subjective results from a questionnaire, using both Likert-type ratings and open-ended questions. The styling of the game and ease of instructions was rated from ‘average’ to ‘excellent’. The relevance of questions was rated from ‘good’ to ‘excellent’. The usefulness of the game to increase knowledge and stimulate discussion was rated between ‘good’ and ‘excellent’. All participants stated that they would recommend the game to other healthcare professionals. This is the only burns and plastic surgery-related educational game in the literature. Educational games adhere to principles of adult learning but there is insufficient evidence in the literature to either confirm or refute their utility. Our preliminary evaluation of this game has shown that it achieves its main aims, namely to increase knowledge in burn care and to stimulate discussion. Further work is required to assess the board game.

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“…Previous studies have also reported development of computer programs that incorporate ANS physiology in the context of single-organ physiology (i.e., vasculature, cardiovascular) rather than focusing on how the ANS impacts all organ systems (10). Others, such as Jones et al (4), have created "educational board games," in this case, to teach pharmacy students ANS pharmacology. Here we describe a free, platform-independent online tool we developed that helps students visualize the location of ANS receptors and associated drugs for those receptors.…”

Section: Introductionmentioning

confidence: 99%