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A Pilot Study Comparing Cued Versus Recognition Recall Question Design on Medical Student Utilization, Effectiveness, and Perceptions of Pharmacology Educational Games

Abstract

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.

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Funding

This research was funded by a University of Central Florida College of Medicine Focused Inquiry & Research Experience (FIRE) medical student research grant.

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Correspondence to Laurel Gorman.

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Lee, J., Cowan, M. & Gorman, L. A Pilot Study Comparing Cued Versus Recognition Recall Question Design on Medical Student Utilization, Effectiveness, and Perceptions of Pharmacology Educational Games. Med.Sci.Educ. 29, 901–904 (2019). https://doi.org/10.1007/s40670-019-00775-5

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  • DOI: https://doi.org/10.1007/s40670-019-00775-5

Keywords

  • Pharmacology
  • Active learning
  • Educational games
  • Retrieval
  • Preclinical
  • Pedagogy