A comparison of teaching methods: interactive lecture versus game playing
- Resource Type
- Authors
- Victoria Walker; Vinod Diwakar; Georgina Selby
- Source
- Medical Teacher. 29:972-974
- Subject
- Models, Educational
Students, Medical
Medical psychology
Teaching method
education
Psychological intervention
Pediatrics
Education
law.invention
Child Development
Randomized controlled trial
law
Surveys and Questionnaires
Intervention (counseling)
Pedagogy
ComputingMilieux_COMPUTERSANDEDUCATION
Humans
Single-Blind Method
Child
Multiple choice
Medical education
Education, Medical
Teaching
Psychology, Educational
General Medicine
Child development
Games, Experimental
England
Psychology
- Language
- ISSN
- 1466-187X
0142-159X
Background: We compared an interactive lecture with a game based on charades as a means of teaching child development to fifth year medical students.Methods: Students were randomised to either intervention and the data analyst was blinded to which method of teaching the students had received. Performance of the students was assessed after the teaching with a multiple choice questionnaire. Long term performance was assessed by comparing the students’ OSCE scores in the child development station.Results: The students that received an interactive lecture performed significantly better in the MCQ than those who were taught using the game.Conclusions: Neither group had any difference in long term performance in this subject following the interventions.