Teaching medicine using interactive games: Development of the "stumpers" quiz show game [4]

Family Medicine

Volumn 36, Issue 9, 2004, Pages 616-

  Latessa, Robyn ^a   Harman Jr , Jefferson H ^b   Hardee, Sandra ^c   Scmidt Dalton, Tarin ^d  

^a Mt Area Health Education Center   (United States)

^b DAVID GRANT MEDICAL CENTER   (United States)

^c EAST CAROLINA UNIVERSITY   (United States)

^d Carillon Health Systems   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

COMPARATIVE STUDY; EDUCATION PROGRAM; GAME; LEARNING; LETTER; MEDICAL EDUCATION; RESIDENCY EDUCATION; TEACHING;

COMPUTER-ASSISTED INSTRUCTION; FAMILY PRACTICE; HUMANS; VIDEO GAMES;

EID: 5044236066     PISSN: 07423225     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Letter

References (5)

1. Davis D, O'Brien MA, Freemantle N, et al. Impact of formal continuing medical education: do conferences, workshops, rounds, and other traditional continuing education activities change physician behavior or health care outcomes? JAMA 1999;282:867-74.
2. Warner S, Williams DE, Lukman R, Powell CC II, Kundinger K. Classroom lectures do not influence family practice residents' learning. Acad Med 1998;73:347-8.
3. Bays CL, Hermann CP. Gaming versus lecture discussion: effects on students' test performance. J Nurs Educ 1997;36(6 special edition):292-4.
4. Gruending DL, Fenty D, Hogan T. Fun and games in nursing staff development. J Contin Educ Nurs 1991;22:259-62.
5. Roberts AE. An evaluation of the effectiveness of educational gaming as a teaching method for therapists. British Journal of Occupational Therapy 1993;56:371-5.