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The games students play: student perceptions of creative revision strategies
Author(s) -
Croker Sarah L.,
Bryce Deborah,
Burgess Annette
Publication year - 2018
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.2018.32.1_supplement.507.22
Subject(s) - session (web analytics) , likert scale , perception , medical education , psychology , multiple choice , descriptive statistics , mathematics education , computer science , medicine , significant difference , mathematics , developmental psychology , statistics , neuroscience , world wide web
BACKGROUND Towards examinations, students are conscious of maximising study opportunities. Recently we introduced the “Anatomy Theory Games” as a new method of theory revision for the final anatomy session of the first year of the Sydney Medical Program. The purpose of this study was to demonstrate the design and implementation of this new program; and explore participant perceptions to consider its strengths, and needs for improvement. METHODS A theory revision session for anatomy students was devised incorporating activities based on retrieval practice and team‐based learning, presented in a games format. The program was introduced for all Stage 1 students in 2016 (n=350) and 2017 (n=257). Students self‐allocated into teams of approximately 6 or 7. Rounds consisted of 1) students verbally describing anatomical features written on cards to peers; and 2) multiple choice questions (MCQ) answered initially as individuals, then discussed and answered as a team. Immediate feedback from students was sought using a paper‐based survey. The survey included three closed questions, using a Likert‐scale of 1–5, and open‐ended questions. Descriptive statistics were used to analyse data. RESULTS In total, 473/607 (77.9%) students participated in the games in 2016 and 2017, and 451/473 (95.4%) of participants responded to the survey. Regarding the card game, 79.8% agreed or strongly agreed that it was helpful for identifying knowledge gaps. Nearly all students (96.7%) agreed or strongly agreed that the MCQs were helpful for identifying knowledge gaps. Almost as strongly, 92.8% agreed or strongly agreed that working as a team after the individual test was beneficial. Students described the card game as “great fun”. However, they found the MCQ with teamwork to be more beneficial to their learning. Students additionally commented that the MCQs helped to identify their knowledge gaps, and motivated them to revise. Students valued working in teams, however would prefer to work in smaller teams. Students suggested that more sessions be held throughout the year, and some felt more time should be allocated to the session. CONCLUSIONS The students found the Anatomy Theory Games both a valuable and enjoyable means to revise and identify knowledge gaps. They found the card games to be fun, and the MCQ and teamwork particularly useful to their learning. Improvements include considering scheduling more such sessions where possible, and increasing the time for each MCQ. This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal .