Crossword puzzles: Active learning in undergraduate pathology and medical education

Archives of Pathology and Laboratory Medicine

Volumn 133, Issue 9, 2009, Pages 1457-1462

  Saxena, Anurag ^a   Nesbitt, Raenelle ^a   Pahwa, Punam ^a   Mills, Sheryl ^b  

^a UNIVERSITY OF SASKATCHEWAN   (Canada)

^b UNIVERSITY OF SASKATCHEWAN   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; CONTENT VALIDITY; CROSSWORD PUZZLE; EVALUATION; GAME; HUMAN; LEARNING; MEDICAL EDUCATION; MEDICAL STUDENT; NORMAL HUMAN; PATHOLOGY; PERCEPTION;

EDUCATION, MEDICAL, UNDERGRADUATE; GAMES, EXPERIMENTAL; HUMANS; LEARNING; PATHOLOGY; STUDENTS, MEDICAL; TEACHING MATERIALS; TERMINOLOGY AS TOPIC;

EID: 69749117537     PISSN: 00039985     EISSN: 15432165     Source Type: Journal    
DOI: None     Document Type: Article

References (35)

1. Dunne D, Brooks K. Teaching with Cases. Halifax, NS: Society for Teaching and Learning in Higher Education; 2004.
2. Svinicki M. Learning and Motivation in the Postsecondary Classroom. Bolton, MA: Anker Publishing; 2004.
3. Bligh D. What's the Point in Discussion? Exeter, England: Intellect Books; 2000.
4. Bransford J, Brown A, Cocking R, eds. How People Learn: Brain, Mind, Experience, and School. Washington, DC: National Research Council, National Academy Press; 2000.
5. Massey AP, Brown SA, Johnston JD. It's all fun and games. . . until students learn. J Inf Syst Educ. 2005;16:9-14.
6. Lewis DJ, Saydak SJ, Mierzwa IP, Robinson JA. Gaming: a teaching strategy for adult learners. J Contin Educ Nurs. 1989;20:80-84.
7. O'Leary S, Diepenhorst L, Churley-Strom R, Magrane D. Educational games in an obstetrics and gynecology core curriculum. Am J Obstet Gynecol. 2005; 193:1848-1851. (Pubitemid 41540503)
8. Odenweller CM, Hsu CT, DiCarlo SE. Educational card games for understanding gastrointestinal physiology. Am J Physiol. 1998;275:78S-84S.
9. Ballon B, Silver I. Context is key: an interactive experiential and content frame game. Med Teach. 2004;26:525-528. (Pubitemid 39545496)
10. Eckert GU, Da Rosa AC, Busnello RG, Melchior R, Masiero PR, Scroferneker ML. Learning from panel boards: T-lymphocyte and B-lymphocyte self-tolerance game. Med Teach. 2004;26:521-524. (Pubitemid 39545495)
11. Bailey CM, Hsu CT, DiCarlo SE. Educational puzzles for understanding gastrointestinal physiology. Am J Physiol. 1999;276:1S-18S.
12. Augarde T. The Oxford Guide to Word Games. New York, NY: Oxford University Press; 1984.
13. Romano M. Crossworld. New York, NY: Broadway; 2005.
14. Speers AT. Crossword puzzles: a teaching strategy for critical care nursing. Dimens Crit Care Nurs. 1994;13:52-55.
15. Poston I. Crossword puzzles: adjunct clinical teaching strategy. J Nurs Educ. 1998;37:266-267.
16. Virgin SE, Goodrow B. A community crossword puzzle: an interdisciplinary approach to community-based learning. Nurs Health Care Perspect. 1997;18: 302-307. (Pubitemid 127457099)
17. Manzar S, Al-Khusaiby SM. Crossword puzzle: a new paradigm for interactive teaching. Saudi Med J. 2004;25:1746-1747. (Pubitemid 39646666)
18. Townsend C. Creative teaching with word puzzles. Adv Clin Care. 1990; 5:20-21.
19. Gagnon JD. Radiation oncology crossword. Int J Radiat Oncol Biol Phys. 1995;32:263-264.
20. Talavinia-Pasek T. Pediatric/neonatal critical care respiratory crossword puzzle. MCN Am J Matern Child Nurs. 1995;20:46-47, 55.
21. Ber R. The CIP (comprehensive integrative puzzle) assessment method. Med Teach. 2003;25:171-176.
22. Gall MD, Gall JP, Borg WR. Educational Research: An Introduction. Boston, MA: Pearson Education Inc; 2003.
23. Crosby J. AMEE medical education guide no. 8: learning in small groups. Med Teach. 1996;18:189-202.
24. Rudland JR. Learning in small groups. In: Dent JA, Harden RM, eds. A Practical Guide for Medical Teachers. London, UK: Elsevier Churchill Livingstone; 2005:57-65.
25. Springer L, Stanne ME, Donovan SS. Effects of small-group learning on undergraduates in science, mathematics, engineering, and technology. Rev Educ Res. 1999;69:21-51.
26. Biggs J. Teaching for Quality Learning at University: What the Student Does. Buckingham, UK: Society for Research into Higher Education and Open University Press; 1999.
27. Crosby JR, Hesketh EA. Developing the teaching instinct: 11: small group learning. Med Teach. 2004;26:16-19. (Pubitemid 38232833)
28. Campione J, Shapiro A, Brown A. Forms of transfer in a community of learners: flexible learning and transfer. In: McKeough A, Lupart J, Marini A, eds. Teaching for Transfer: Fostering Generalization in Learning. Mahwah, NJ: Lawrence Erlbaum Associates; 1995:35-68.
29. Griffiths S. Teaching and learning in small groups. In: Fry H, Ketteridge S, Marshall S, eds. A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice. London, England: Kogan Page Ltd; 2003:91-104.
30. Nilson L. Teaching at Its Best: A Research-Based Resource for College instructors. Bolton, MA: Anker Publishing; 1998.
31. Haack S. Manifesto of a Passionate Moderate: Unfashionable Essays. Chicago, IL: University of Chicago Press; 1998.
32. Goodman SN. Toward evidence-based medical statistics: 2: the Bayes factor. Ann Intern Med. 1999;130:1005-1013. (Pubitemid 29283992)
33. Barber P, Norman I. Preparing teachers for the performance and evaluation of gaming-simulation in experiential learning climates. J Adv Nurs. 1989;14:146-151.
34. Bloom KC, Trice LB. Let the games begin. J Nurs Educ. 1994;33:137-138.
35. Kirkpatrick DL. Evaluating Teaching Program. San Francisco, CA: Berret- Kohler Publishers; 1994.