Teams (cohorts) competed in real-time against one another. The "Cohort Cup" was developed and implemented over a 22-week intervention period from November 2017 to May 2018. We sought to improve the resident perception of and participation in board review through an innovative longitudinal, team-based, game-based intervention, the "Cohort Cup". We hypothesized that a gamified, longitudinal, team-based approach to board review would rejuvenate board review and improve learner perception of quality and attendance. The Internal Medicine resident board review at our institution was considered dull and poorly attended by trainees. Game-based learning is an engaging and effective educational strategy in medical education. The results of this study, specifically in view of the plea made by the minister (Nzimande, 2011) will be particularly significant in a context of desperate need for better graduation rates. It is anticipated that a framework to identify generic issues related to vocational learning, knowledge structures and epistemological access that academics need to consider in the design of games for pedagogy will eventually emerge from this study. The envisaged mixed method inquiries will help to examine discipline-specific games in order to understand their relations to conceptions of teaching and learning and if games induct students into the disciplinary culture of Dental Technology. The general focus of these studies, however, is based largely on empirically documented work with little theorization about the pedagogy of games. It was perceived that games could provide an alternate teaching method, which was different to the norm, in an attempt to make the morphological and anatomical abstractions more tangible.Īrguments for the importance of focusing on games as vehicles for change in education have generated an increasing volume of research. Through probing in workshops and lectures, and in pursuit of improving the quality of teaching-and-learning practices used in the classroom, the Dental Technology games were developed. This prompted an investigation into the quality, content, delivery and assessment of the subjects.
From a faculty perspective, the deterioration in student results has become an area of concern to the sustainability of the department.
This focus is in terms of the deteriorating student results in Dental Technology, particularly in the subjects Tooth Morphology and Oral Anatomy. Quality is a fundamental focus in the South African higher education context of low throughput rates. Future plans of study will help develop, refine and apply the game to advance students' knowledge of pediatric medicine. Both educators and learners agree that the board game is a creative and innovative educational tool. The development of The Pediatric Board Game has been a successful endeavor in medical education. The students have universally given high scores to all 10 survey questions. The survey responses suggest that medical students, pediatric residents and faculty observed that the game was a practical and engaging learning experience.
The data yielded descriptive statistics for preliminary evaluation of the game. The survey was designed to assess the extent to which students, residents and faculty understood the purpose of the game and agreed that it was a valuable learning experience. Seven faculties have also played the game and completed the survey. To date, 37 medical students and 12 residents have completed a post-game survey with a standard 5-point Likert scale. During clinical clerkships and rotations in pediatric medicine, both third-year medical students and residents played the game in small-group settings.
The purpose of this study was to ascertain whether gaming can be a valuable learning experience. Questions were created to encompass four increasingly difficult levels of play. A total of 400 questions were written with emphasis in content from core pediatric textbooks. Players advance through the board by answering questions correctly. This educational tool was designed in a board game format. A game was designed to further student learning in the field of pediatric medicine.
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