Can medical education be fun as well as educational?

Howarth-Hockey, Gemeah; Stride, Peter

doi:10.1136/bmj.325.7378.1453

Cited by 17 publications

(11 citation statements)

References 2 publications

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“…Innovative techniques can overcome many barriers to learning. 12 This debate format was designed with an eye to innovation to positively engage the audience, but there are additional factors that should be considered in choosing strategies. One of these factors includes adding fun gestures and phrases to hold the attention of the audience and promote engagement, more since the effectiveness of such methods has been shown in other studies.…”

Section: Discussionmentioning

confidence: 99%

“…This method also emphasizes cooperation and teamwork skills in the audience with their different disciplines. 12,15 A key point about this educational intervention (a focus group debate) was the fact that we did not try to convince people that guidelines are useful and good, we stated issues for and against the guidelines and let the audience decide. Perhaps this was the reason why those who were against guidelines did not change their opinion, and this may also be why those who agreed with using guidelines insisted on their own ideas.…”

Section: Discussionmentioning

confidence: 99%

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Clinical guidelines: an evidence-based debate

et al. 2019

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Background: This study aimed to evaluate the effectiveness of debate as a learning tool for changing audiences’ views regarding the use of clinical guidelines in routine clinical practice. Methods: A debate scenario including different rationales for and against using guidelines in clinical practice, presented by the student section of Iranian Evidence Based Medicine Center of Excellence, was held at the first International Student Congress of Research Integrity and Evidence-Based Practice (Kish Island, Iran, December, 2015). The audience was first asked to check the papers given to them, and if they agreed to the terms, they were asked to choose,"Yes", "No", or "I don’t know". Results: Of the 400 individuals participating in the congress, 100 were present during the scheduled debate time. Among the 71 people completing pretest questionnaires, 73% (52)answered "yes" to the question, "Should we use guidelines? "About 7% (5) claimed that we shouldn’t use guidelines, and 20% (14) had no opinion about using them. Following the debate,the participants who chose "yes" to the guidelines remained in favor of their use in clinical practice. Of the 14 who did not have an opinion for guideline use, all agreed to use guidelines in clinical practice. Surprisingly, the five participants who were against guideline implementation remained fixed in their view, continuing to disagree regarding their use in clinical encounters. Conclusion: Although we were unable to change the attitudes of physicians who were against the use of guidelines in clinical practice, the debate caused a positive shift among participants who did not have an opinion regarding their use in clinical scenarios.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Clinical guidelines: an evidence-based debate

et al. 2019

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“…Mientras tanto, su empleo en conjunción con las estrategias educativas habituales es una opción que merece explorarse. Quizá las canciones contribuyan a que el aprendizaje pueda ser incluso divertido [38].…”

Section: Discussionunclassified

Música en la docencia de la farmacología y la psiquiatría: el caso de The Beautiful Brains

Baños¹,

Torrens

2013

FEM (Ed. impresa)

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Music in the teaching of pharmacology and psychiatry: the case of The Beautiful Brains Summary. Music, in its different modalities, is a prominent cultural element of modern societies. The use of songs and rhymes in the teaching of biomedical subjects is, however, a recent fact, even when they had been used in other educational levels during many years. At the college level, songs have been used in the teaching of basic biomedical disciplines, such as Biochemistry or Cellular biology, but also in clinical subjects, such as Psychiatry or Clinical Psychology. The present paper reviews the use of music in several subjects related with biomedical field. It also reviews the works of The Beautiful Brains, a musical group formed by psychiatrists, to find which songs can be useful in the teaching of pharmacology and psychiatry. In spite of the lack of known experiences in our context, we suggest that music, as well as songs, may be useful as a teaching aid in the training of students of biomedical disciplines.

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“…This has proved to be extremely memorable and it is our belief that the use of this form of "edutainment" can help students cope with the stresses of studying today (Guthrie, Black, Bagalkote, Shaw, Campbell and Creed 1998). Students develop a positive attitude to our course; fun should not be an offence or offensive (Howarth-Hockey and Stride 2002). It is essential to find ways to make a task like learning a factfilled subject such as pharmacology less of a chore and more of a pleasurable experience.…”

Section: Messrs H and H)mentioning

confidence: 99%