https://doi.org/10.1371/journal.pone.0156389.t001. Med Educ. 2015;48(1):85–93. The lower limit of the 90% CI of the mean change of the game group is 1.87 points lower than the mean change of the lecture group. The marks of the quizzes were taken from the secretary office in a form of excel sheet that doesn’t contain any names only the results of the whole class. Learning styles and learning approaches differ among medical students [19], and this could be partly attributable to their preferred learning style and partly to the context in which the learning takes place. The advantages of these methods have been described in many studies, though focus has been placed primarily on the success of those in the “pupil” rather than … In LBP students are busy and participating actively in the lecture without significant loss of time. Reflections of students about LBP using the Likert scale rating (Table 2) showed that about 64% agreed that LBP improved their understanding of physiology concepts and that LBP are more enjoyable than TL. Citation: Trevino R, Majcher C, Rabin J, Kent T, Maki Y, Wingert T (2016) The Effectiveness of an Educational Game for Teaching Optometry Students Basic and Applied Science. While many papers have been published describing the use of educational games to teach health professionals, few are well-designed randomized controlled trials (RCT) which allow conclusions to be drawn regarding their effectiveness. Several of … Error bars represent the 95% confidence interval of the mean. Copyright: © 2016 Trevino et al. We did not find any significant difference in the responses of game and lecture group participants to the statement “Participating in this educational activity was stressful” (Table 5). The paper reported that 20 optometry students evaluated the game by playing a variety of simulated patients. In LBP quizzes are given at the start of the next lecture about the previous lesson. No, Is the Subject Area "Professions" applicable to this article? Two post hoc subgroup analyses were undertaken to investigate whether certain subpopulations of our subjects fared better with the game or didactic intervention. The most desirable and successful is the deep approach in which students are motivated by an interest in the subject material. There was a maximum possible score of 40 points on all examinations. As an exploratory study of the effectiveness of the Optometry Knowledge Challenge, we had no preexisting data upon which to conduct statistical power calculations. The winner is the player with the greatest number of points at the end of the game. Funding: RT, CM, TK received support from a Johnson & Johnson Vision Care Inc. In spite of the fact that students’ performance was significantly better in the quizzes following LBP than the TL, assessment of students’ perception about their exam performance showed that higher percentage of students (38.4%) thinks that they will score better in the exam when they had TL compared to 35.6% who choose LBP and 26% think their score will be the same when they are taught by LBP or TL. The topics mirrored those covered in the game; specifically optics, basic science, vision science, and disease. High Educ Res Dev. The datasets used and/or analyzed during the current study are available from the corresponding author on reasonable request. Biomed Res. A total of 25 female and 17 male subjects participated in the study. In their recent review of the use of educational games in the health professions, Abdulmajed, Park and Tekian emphasized the need for reliable and valid tools for assessing their effectiveness [9]. We also analyzed the survey responses using the Kendall tau-b test to reveal associations between responses to pairs of statements within each experimental group (Table 6). 2011;35(1):53–8. 2008;7(2):379–88. Much of the time, this teaching will be achieved via digital and technological means in the classroom, allowing teachers to put into practice the web-related tools that have become so … Both groups received their instruction concurrently, with instructors rotating between the lecture and game groups on separate days. In medical education, advances like simulations, virtual patients, and e-learning have evolved as pedagogical strategies to facilitate an active, learner-centered teaching approach. Therefore, it seems that students who reported more stress did not necessarily find the experience to be less enjoyable or to have gotten less out of it. Chilwant K. Comparison of two teaching methods, structured interactive lectures and conventional lectures. 1-6, 10.1186/1472-6920-10-68. Nature. In LBP, the instructor may need to adopt an informal approach that promotes active learning through pair student interaction and discussion. Our results suggest that playing the educational game had an equivalent effect on knowledge level as participation in an interactive didactic lecture. Unless otherwise specified, data are presented as mean ± standard deviation. Why peer discussion improves student performance on in-class concept questions. Each student has to solve these quizzes alone and then the answers are shared with the class. Applications of virtual reality systems in medical education. compared the use of a Jeopardy®-type game versus conventional lecture on 68 nursing students' achievement and retention of geriatric nursing concepts [20]. Following the intervention, subjects expressed their level of agreement with 6 statements pertaining to the enjoyment, educational merit, and stress of the interventions using a 5-point Likert scale (Table 1, Fig 5). The mean post-intervention examination scores were 30.71±3.38 points and 31.43±3.59 points for the game and lecture groups, respectively. However, it is interesting to speculate that it may be related to differences in learning styles. Wolff M, Wagner MJ, Poznanski S, Schiller J, Santen S. Not another boring lecture: engaging learners with active learning techniques. attentionandclinicalrelevance,andinvolvestudentsata numberoflevelsinthelectureformat.Roleplayscanalso beusedcreativelyinlargeclasses.Forexample,students While low GPA students achieved larger gains than their high GPA counterparts in both the game and lecture groups, this difference was only statistically different in the lecture group. In designing this study we made every effort to ensure that our groups were well matched and that wherever possible the interventions were identical. Dublin: DIT; 2018. https://arrow.dit.ie/ltcpgdprp/17/. They are much more influenced by the context than by the nature of the task itself. To avoid measurement bias it was stated clearly that participation in the study will not affect their exam performance or grades by any means. An example of interactive lecturing that stimulates meaningful learning. Med Educ. introducing a clinical problem, identifying difficult terminologies, analyzing the problem for clues and key words, formulating the learning objectives by the students and sharing the answers of the quizzes with the whole class, an active learning environment was created that enabled students to think, seek for information and use references, speak, and question freely. The objectives of the problem can be taught in more than one lecture with reference to the same problem. The nature of the interactive instruction consisted of engaging the class in a variety of question-answer type activities. However, when more than hundred student talk at the same time the lecture hall may become noisy; that the instructor has to take control of the class and may need to use a signal to end conversations to be able to proceed [10]. Larsen DP, Butler AC, Roediger HL III. 2012;23(3):363–6. 2017;81(4):387–94. Henry Walton World Federation for Medical Education 1INTRODUCTION A teaching skill essential for all medical educators is small group competence. Because the mean exam score change of the game group was not significantly different than the mean change of the lecture group (p = 0.6), we are unable to reject our null hypothesis that the game and lecture are equally effective. Science. The improvement in exam scores from baseline was highly significant for both groups (Game group: 29.3% gain, Didactic group: 31.5% gain; p < 0.001 for each group; Figs 2 and 3). There is a large body of literature reporting on the attitudes of medical and allied health students regarding the use of educational games in their training[2,3]. The mean change from baseline for the game group was 6.95 points (90% confidence interval [CI]: 5.65–8.25), and for the lecture group the mean change was 7.52 (90% CI: 6.27–8.78). It is only with time and exposure to the method a change in students behavior may occur and students become comfortable and confident both with the method and their role [2]. Adv Physiol Educ. Lessons are much more engaging and interactive. In interactive lecture students are asked to actively participate and process knowledge throughout the lecture. Computer-based games, in general, would not be comparable. The lower limit of the 90% confidence interval of the study group’s mean exam score change was used to assess equivalence of the intervention with the control group. About 64% of students think that LBP is more enjoyable and it improved their understanding of physiology concepts. Educ., 10 (1) (2010), pp. If this card is drawn, the player moves his game piece backward 3 spaces. Young S, Shaw DG. The means of students’ marks in the introduction to physiology course (n = 101) and respiratory course (n = 146) were higher in the quizzes of LBP than in traditional lectures with a significant difference between the two methods ((P = .000), (P = .006) respectively). https://doi.org/10.1371/journal.pone.0156389.g004. Our results indicate that an educational game and interactive didactic instruction can be equally effective in teaching optometry students basic and applied science. In the introductory course 13/101 (12.87%) had the same score in the quizzes of the two methods. The results of these quizzes were used to compare the effectiveness of the two methods. As national medical education organizations, post-graduate training programs, and employers place ever-increasing scru-tiny on preparing medical school graduates for large volumes of clinical work, medical school curricula around the world have undergone a major evolution in recent years. https://doi.org/10.1371/journal.pone.0156389, Editor: Andrew R. Dalby, University of Westminster, UNITED KINGDOM, Received: December 31, 2015; Accepted: May 15, 2016; Published: May 27, 2016. In the respiratory course 15/146 students (10.27%) score the same in the quizzes of the two methods. Higher percentage of students think that LBP stimulated them to use references more (P = 0.00006) and to use the lecture time more effectively (P = 0.0001) compared to TL with statistically highly significant difference between the two methods. LBP and TL were applied in physiology teaching of medical students at University of Science and Technology during their study of introduction to physiology and respiratory physiology courses. They recommended that the control and experimental interventions be made as similar as possible, including, for example, having the duration of the interventions and the persons administering them held constant. EC Dent Sci. Post-intervention knowledge level was assessed by means of a quiz immediately following the intervention. The purpose of this study was to evaluate the effectiveness of a board game of our own design in teaching optometry students elements of the optometric basic and applied science curriculum. Larsen et al. Our post-hoc subgroup analysis revealed an interesting difference in the performance of low GPA students (Table 3). 2007;6(1):29–41. Therefore, our sample size was determined solely by the number of students that volunteered for our study. The pre- and post-intervention exams administered to the experimental (game) group were identical to the pre- and post-intervention exams administered to the control (lecture) group. Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. This allows students to better connect with the learning material. Interactive lectures share many of the purported advantages of educational games, including fostering an active learning environment, improving engagement, and increasing comprehension and retention of material [15]. A questionnaire was filled by each participant to assess the perceived effect of the two methods on the students’ attitude and practice towards learning physiology through questions that determined the type of lectures in which the students had more active role and in which they were more aware to the learning objectives. 2001;35(11):1050–5. PubMed Google Scholar. Comparison of the effectiveness of lectures based on problems and traditional lectures in physiology teaching in Sudan. Our research hypothesis was that the knowledge gain of the game group would be significantly different than that of the lecture group. A variety of medical education courses are also available, ranging from short focused training programmes that aim to provide doctors with the fundamentals of teaching to courses leading to a formal teaching qualification such as a certificate, diploma, or masters in medical education. Moreover, effective learning actively involves the student in metacognitive processes of planning, monitoring and reflecting. Use of teaching methods within the lecture format. Teaching is a process which facilitates learning by encouraging students to think, feel and do. Correlation between the participant’s cumulative GPA and performance on the baseline examination suggests that this assessment tool is a valid measure of their knowledge level, and that gains seen on the post-intervention examination accurately reflect short-term changes in their knowledge level. The first player to reach the end of the board receives bonus points and the game ends. Furthermore, there was no significant difference in how our subjects rated their enjoyment and educational merit of their experiences. Interactive Teaching Methods Dr Marie Mathers Consultant Histopathologist (TPD) Honorary Clinical Senior Lecturer (U of E) Dr Alistair Dewar ST7 in Emergency Medicine Clinical Teaching Fellow 9th August 2016 Dr Fiona Crichton Deputy Director Clinical Educator Programme . PG diploma in practitioner research projects. Neither the lectures nor the exams were specifically designed to replicate the questions presented in the game. 2008;42(10):959–66. 2010;29(2):111–24. Int J Commun Med Public Health. On average, participants with lower baseline scores experienced larger post-intervention gains. Post-intervention knowledge level was assessed by means of a quiz immediately following the intervention. Comparable studies would have done the same. Classroom Collaboration One of the significant interactive learning advantages happens to be the replacement of conventional blackboards with interactive whiteboardswhich have become immensely popular in various institutions across the globe. Level as participation in an active learning exercise leads to a better understanding of physiology concepts performance on examinations... Also excluded from the study, monitoring and reflecting interval of the TL and 23.90±5.41 points for the may!: //www.aaopt.org/AOF/Programs/Faculty/Innovation ) Pharmacotherapeutics course Incarnate Word, San Antonio, Texas, USA JR TK TW patients! 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