Game-based learning: proposal of teaching technique in medical fellows
Main Article Content
Keywords
Students, Medical, Play, Learning, Teaching
Abstract
Background: Games are a learning technique of high educational value that contributes to the development of cognitive, emotional and psychological systems. The Traffic Light is an instrument that evaluates the perception of learning and the student’s level of fun.
Objective: To propose a game-based learning teaching technique in fellow medical personnel.
Material and methods: Quasi experimental, consecutive non-probabilistic sample, in 42 medical interns (residents from Family Medicine, social work interns, and undergraduate fellow students). A board was made to identify images of dermatological pathologies. Informed consent was given, teams of 2 people were formed. Each one was given a board, they began to ask each other about the dermopathology described by these signs and through discrimination they reached the diagnosis. This board is based on the board game Guess Who. The Traffic Light instrument was applied. For the statistical analysis it was used measures of central tendency, standard deviations, ranges, and chi-squared.
Results: 47 male medical interns (female 61.7%). 40.4% were 31 to 40 years. 74.5% were medical residents, 14.9% social work interns, and 10.6% undergraduate fellow students. In the Traffic Light instrument in both questions (How much do you think you have learned in class? and How much fun did you have in class?), the answer was a lot in 76.6%. There was significant chi-squared for age and sex.
Conclusions: The game is a very viable option to be applied to the teaching-learning process.
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