Educational Games as a Teaching Tool in Pharmacy Curriculum

Aburahma, Mona Hassan; Mohamed, Heba M.

doi:10.5688/ajpe79459

Cited by 87 publications

(77 citation statements)

References 52 publications

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“…Gamification increases engagement and motivation, leading indirectly to the acquisition of more knowledge and skills . Faculty members who are willing but nervous to incorporate games into their pedagogy skill set should start with the incorporation of online audience response systems, or word guessing games, for limited periods of classroom time.…”

Section: Resultsmentioning

confidence: 99%

Play games and score points with students

Biehle

Jeffres

2018

The Clinical Teacher

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Section: Resultsmentioning

confidence: 99%

Play games and score points with students

Biehle

Jeffres

2018

The Clinical Teacher

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“…Increasing demands on clinical educators, including teaching, scholarship and clinical practice, necessitate the creative use of educational resources within the clinical setting . Educational games, peer teaching and web‐based learning (WBL) have been shown to facilitate the review of information within clinical education …”

Section: Introductionmentioning

confidence: 99%

“…1 Educational games, peer teaching and web-based learning (WBL) have been shown to facilitate the review of information within clinical education. [2][3][4][5][6][7] Web-based learning, a subset of e-learning, is defined as instruction facilitated through the Internet, which can include tutorials or modules, online discussion, virtual patients or videoconferencing. 2 A majority of WBL literature demonstrates the utility of this educational tool in the classroom.…”

Section: Introductionmentioning

confidence: 99%

Pharmacy educator evaluation of web‐based learning

Isaacs

Walton

Gonzalvo

et al. 2019

The Clinical Teacher

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Summary Background Web‐based learning (WBL), instruction facilitated through the Internet, has demonstrated utility in classroom and clinical education settings; however, there is a void of literature about the use of WBL by clinical educators within pharmacy. The purpose of this research is to evaluate a WBL initiative within clinical pharmacy education. Methods Based on the results of a pilot survey, 10 asynchronous WBL clinical modules (videos and interactive patient cases) were developed for pharmacy educators and students in clinical education affiliated with two schools of pharmacy in the midwest USA. A 21‐item, cross‐sectional, electronic survey was administered to pharmacy educators within acute and primary care to assess the use of WBL within clinical pharmacy education. Results Of the 115 eligible clinical educators, 69 participated in the survey (60% response rate), with the majority working within acute care; 38% of educators encouraged the use of WBL. Respondents not using WBL stated a lack of awareness (48%) or existing student time commitments (33%) as reasons. For educators encouraging WBL, 87% agreed that it enhanced student clinical knowledge, 68% stated that it decreased direct instruction time commitments and 100% stated they would encourage its use for future clinical education. Conclusions Clinical pharmacy educators reported that the WBL initiative resulted in a perceived stronger student clinical foundation, and all pharmacy educators using WBL encouraged its continued use for future clinical education. Web‐based learning provides clinical educators with a learning tool to augment clinical experiences by reinforcing student knowledge, at the same time minimising direct instruction time.

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“…Alguns estudos verificaram a utilidade dos jogos no contexto da educação farmacêutica [15][16][17][18][19][20][21][22][23][24][25][26] . Encontrou-se apenas uma revisão que resume e valida os resultados positivos associados com jogos educativos utilizados nas escolas de Farmácia 27 .…”

Section: Introductionunclassified

Estudo comparativo da metodologia ativa “gincana” nas modalidades presencial e à distância em curso de graduação de Farmácia

2015

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Introdução:O crescimento da educação a distância (EaD) no Brasil tem sido cada vez mais intenso, inclusive em cursos da saúde. Objetivos: Realizar análise comparativa da "Gincana" nas modalidades presencial e a distância. Em 2012, a "Gincana" foi desenvolvida a distância, sendo denominada "Gincana Virtual". Métodos: Equipes foram formadas e tarefas eram formuladas e trocadas entre elas, sendo avaliadas a construção da tarefa, factibilidade, pertinência de conteúdo e resposta. A gincana foi aplicada na modalidade a distância no primeiro semestre 2012 (n=40) e presencial no segundo semestre do mesmo ano (n=42). Foi respondido um questionário final de avaliação, considerando: Metodologia, Material, Tarefas e Considerações. Ainda foi avaliado o desempenho entre as modalidades. Resultados: A "Gincana" apresentou diferença significativa, sendo preferida pelos alunos na modalidade presencial. Conforme os comentários dos alunos, o uso do Fórum síncrono como forma de interação é inovador, porém pode dificultar a interação e o dinamismo da atividade. Por outro lado, incentiva a participação da turma, devido ao fato da EaD diminuir a exposição do aluno. Houve um melhor desempenho acadêmico, na média, na modalidade presencial. Conclusão: As gincanas promovem um aumento da atenção e da concentração dos estudantes por conta da competição, portanto, a ferramenta de interação da "Gincana Virtual" deve ser interativa e dinâmica, assim como ocorre no presencial.Palavras-chave: aprendizagem; educação em farmácia; avaliação educacional; educação a distância; atenção farmacêutica. ABSTRACT Introduction:The growth of distance education (DE) in Brazil has been increasingly intense, including in health courses. Objective: To do a comparative analysis between the modalities about assessment of activity and academic performance. "Scavenger Hunt" was developed in Distance Learning (DL) mode in 2012, called "Virtual Scavenger Hunt". Methods: The "Scavenger Hunt" was applied in DL mode in the first 2012 semester (n=40) and face-to-face in the second semester (n=42). The class was divided into two teams, for the first time the teams formulated tasks and the second time the tasks were exchanged between them. The students answered a final discipline assessment survey, considering Methodology, Collateral, Tasks and Considerations. Yet was assessed the academic performance between the two modes. Results: "Scavenger Hunt", as the Methodology and the Task was a significant difference, with a preference for the face-to-face kind. As for the comments of the students, the use of synchronous Forum as a means of interaction is innovative, but can cause confusion and slow to update, hindering the interaction and dynamism of activity. On the other hand, it makes the Class participation higher because DL reduces exposure of the student. There was a better academic performance, on average, in the face-to-face mode. Conclusion: The educational games promotes increasing students' attention and concentration because of the competition, so the interaction tool...

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Educational Games as a Teaching Tool in Pharmacy Curriculum

Cited by 87 publications

References 52 publications

Play games and score points with students

Play games and score points with students

Pharmacy educator evaluation of web‐based learning

Estudo comparativo da metodologia ativa “gincana” nas modalidades presencial e à distância em curso de graduação de Farmácia

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