A comparison of teaching methods: Interactive lecture versus game playing

Medical Teacher

Volumn 29, Issue 9-10, 2007, Pages 972-974

  Selby, Georgina ^a   Walker, Victoria ^b   Diwakar, Vinod ^c  

^a MUSGROVE PARK HOSPITAL   (United Kingdom)

^b Department of Paediatrics ^*  (United Kingdom)

^c BIRMINGHAM CHILDREN S HOSPITAL   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; CHILD DEVELOPMENT; GAME; INTERMETHOD COMPARISON; MEDICAL EDUCATION; MEDICAL STUDENT; MULTIPLE CHOICE TEST; PERFORMANCE; PLAY; QUESTIONNAIRE; SCORING SYSTEM; TEACHING;

CHILD; CHILD DEVELOPMENT; EDUCATION, MEDICAL; ENGLAND; GAMES, EXPERIMENTAL; HUMANS; MODELS, EDUCATIONAL; PEDIATRICS; PSYCHOLOGY, EDUCATIONAL; QUESTIONNAIRES; SINGLE-BLIND METHOD; STUDENTS, MEDICAL; TEACHING;

EID: 37849011380     PISSN: 0142159X     EISSN: 1466187X     Source Type: Journal    
DOI: 10.1080/01421590701601584     Document Type: Article

References (4)

1. McDonagh, CM, Horgan, A., Codd, MB and Casey, PR (2000) Gender differences in the results of the final medical examination at University College Dublin. Med Educ, 34:1, pp. 2-3.
2. Ogershok, PR and Cottrell, S. (2004) The pediatric board game. Med Teach, 26:6, pp. 514-517.
3. Slade, PD and Onion, CW (1995) Depth of information processing and memory for medical facts. Med Teach, 17:3, pp. 307-313.
4. Steinert, Y. and Snell, L. (1999) Interactive lecturing: Strategies for increasing participation in large group presentations. Med Teach, 21:1, pp. 37-42.