Synaptic board: an educational game to help the synaptic physiology teaching-learning process

Chaves, Amanda Dalla’cort; Pigozzo, Daniela Fernanda; Rocha, Cláudio Felipe Kolling da; Mello‐Carpes, Pâmela Billig

doi:10.1152/advan.00083.2019

Cited by 10 publications

(13 citation statements)

References 29 publications

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“…Our results demonstrate that the ''Neuropoly'' EG was found by our residents to be helpful in memorizing certain aspects of neurology. This is in line with other studies on board game education in neurology, particularly in (Chaves et al, 2020), where the ''Synaptic'' board game was also favorably rated by medical residents. Short-term efficacy was also demonstrated in our study with a near two-fold increase between pre-and post-play Questionnaires.…”

Section: Discussionsupporting

confidence: 91%

Neuropoly: An Educational Board Game to Facilitate Neurology Learning

Raskurazhev

Кузнецова

Khizhnikova

et al. 2021

Front. Syst. Neurosci.

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Introduction: Neurology is arguably one of the most difficult subjects to teach and study in the medical curriculum. Educational games (EG) may be a valid option to enhance motivation in neurology residents.Methods: We developed an educational board game (Neuropoly) to assist in teaching neurology. We present here an overview of the game, as well as the results of a pilot study aimed at determining: (a) the efficacy of the game in teaching certain neurological concepts; and (b) student compliance and satisfaction with the EG.Results: The pre- and post-play questionnaire scores differed significantly (3.2 ± 1.7 vs. 7.8 ± 1.6, p < 0.001). Our group of residents, showing an overwhelmingly positive response, very well received the game. The questions were rated as above average regarding difficulty.Conclusion: The “Neuropoly” educational board game has been shown to be interesting, efficient, and motivational among first- and second-year neurology residents. Novel educational methods for complex medical disciplines should be developed, with board games being a viable and inexpensive approach.

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Section: Discussionsupporting

confidence: 91%

Neuropoly: An Educational Board Game to Facilitate Neurology Learning

Raskurazhev

Кузнецова

Khizhnikova

et al. 2021

Front. Syst. Neurosci.

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“…For some years, we have been working with active methodologies in the physiology courses of the medical curriculum (13,15,22,30), as well as in other health areas such as dentistry, pharmacy, physiotherapy, and nursing (20,(31)(32)(33). Benade (34) suggested that individual reflection has little relevance beyond narrow workplace requirements, and that learning is becoming increasingly collaborative and acquiring a temporal character.…”

Section: Discussionmentioning

confidence: 99%

“…There is scientific evidence that working in groups can have beneficial effects on student learning (11,20,25,26,37,42). Collaborative learning techniques provide opportunities to improve the student's self-regulated behavior and reduce anxiety (6,43), while promoting more interdependent relationships among students and between students and lecturer, stimulating interest, and producing better learning and teaching outcomes (44)(45)(46).…”

Section: Students With Portfoliomentioning

confidence: 99%

“…Active learning methodologies, such as those that involve collaboration, have been found to provide desirable positive effects. These include improved self-perceived competence (18), student engagement in the learning process (10,18,19), enhanced problem-solving skills, collaborative discussion of information, and working as a team to accomplish a task (11,(19)(20)(21)(22). Therefore, the aim of this study was to analyze the performance and perception of medical students who were submitted to a regime comprising shorter theoretical classes together with groups working to produce portfolios.…”

Section: Introductionmentioning

confidence: 99%

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Lectures and collaborative working improves the performance of medical students

Montrezor¹

2021

Advances in Physiology Education

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Snapshot: The use of short lecture classes associated with collaborative group work, which involved the elaboration of a portfolio, with well-defined modalities and objectives, improved the students’ grades and decreased the percentage of incorrect answers on tests. Most of the students believed that the collaborative work contributed to their learning about digestive physiology, and most of them reported being comfortable working in their groups, without feeling dominated by other group members.

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“…Activities involving the use of educational games to improve learning can be used in teaching strategies in combination with theoretical lectures or used after lectures (4,12,65). Such games assist in the development of problem-solving skills, increase the interest and motivation of the student in learning a particular topic, enable the application of acquired knowledge, develop the ability to work as a team, and improve cognitive and psychomotor development (4,25,38,65).…”

Section: Introductionmentioning

confidence: 99%

Effect of an active learning methodology combined with formative assessments on performance, test anxiety, and stress of university students

Cardozo

Azevedo

Carvalho

et al. 2020

Advances in Physiology Education

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The aim of this study was to evaluate the effect of an active methodology combined with a lecture on undergraduate student learning and levels of stress and anxiety. The active learning methodology consisted of a lecture of 50-min duration, study at home with a textbook, an educational game activity, and three formative assessments on the topic of the cardiac cycle. In a following class, the students provided saliva samples to evaluate their levels of stress, received an anxiety test, and then undertook an exam to assess their understanding of the cardiac cycle. The traditional teaching methodology consisted of two lectures (∼2-h duration) on blood pressure control systems, delivered orally. In the third class, the students provided saliva samples, received an anxiety test, and then undertook an exam to assess their understanding of blood pressure control systems. The level of stress was assessed with the concentrations of the stress biomarkers cortisol and alpha-amylase in saliva. Anxiety was assessed with the State-Trait Anxiety Inventory (STAI) questionnaire. The students achieved significantly higher average scores in exams when the active learning strategy was applied compared with the use of traditional theoretical classes. The active methodology resulted in significantly lower levels of stress and anxiety, as well as improved student performance, compared with the use of traditional lectures.

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Synaptic board: an educational game to help the synaptic physiology teaching-learning process

Cited by 10 publications

References 29 publications

Neuropoly: An Educational Board Game to Facilitate Neurology Learning

Neuropoly: An Educational Board Game to Facilitate Neurology Learning

Lectures and collaborative working improves the performance of medical students

Effect of an active learning methodology combined with formative assessments on performance, test anxiety, and stress of university students

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