Open AccessA Pilot Study Comparing Cued Versus Recognition Recall Question Design on Medical Student Utilization, Effectiveness, and Perceptions of Pharmacology Educational Games
Author(s) -
Jason Lee,
Melissa Cowan,
Laurel Gorman
Publication year - 2019
Publication title -
medical science educator
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.257
H-Index - 13
ISSN - 2156-8650
DOI - 10.1007/s40670-019-00775-5
Subject(s) - recall , perception , cued recall , psychology , medical education , cued speech , clinical pharmacology , medical school , applied psychology , computer science , multimedia , pharmacology , medicine , cognitive psychology , free recall , neuroscience
Although games are used for active learning, research is lacking on how design impacts learning, engagement, and utilization in medical students. This pilot study compared pharmacology educational games designed with cued recall questions with a recognition-recall trivia multiple choice format. Learning was determined by comparing quiz performance pre- and post-game, and perceptions were measured by post-game survey. Pharmacology performance improved regardless of game design, although the trivia game produced greater post-game performance improvement. Medical students positively perceived both pharmacology games to be interesting, effective, and engaging tools, supporting that they are a feasible method to promote engagement and active pharmacology learning.