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Integrating Statistics and Systems-Based Content in Undergraduate Medical Education Using a Novel Competitive Game—“The Study Puzzles”

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Abstract

Educators and professionals recognize the importance for inclusion of statistics in contemporary medical education programs and advocate its consideration for curricular integration. Given medical students’ perceptions about statistics, educators must explore pedagogical strategies that foster student engagement, ensure relevance of content, improve motivation and self-efficacy, and, ultimately, facilitate long-term retention of content knowledge. Games, with and without competitive elements, have been implemented successfully in both statistics and medical education. This paper presents a competitive game, known as “study puzzles,” that integrates statistics content with other systems-based content in the undergraduate medical education curriculum through the use of published research articles.

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Authors and Affiliations

  1. College of Medicine, Health Sciences Campus at Lake Nona, University of Central Florida, 6850 Lake Nona Blvd, COM 412F, Orlando, FL, 32827, USA

    Teresa R. Johnson

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  1. Teresa R. Johnson
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Correspondence to Teresa R. Johnson.

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Johnson, T.R. Integrating Statistics and Systems-Based Content in Undergraduate Medical Education Using a Novel Competitive Game—“The Study Puzzles”. Med.Sci.Educ. 25, 345–356 (2015). https://doi.org/10.1007/s40670-015-0153-3

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