TY - JOUR
T1 - Viral hepatitis
T2 - An alternative teaching method
AU - Da Rosa, Ana Cecília Michel
AU - De Lima Moreno, Fábio
AU - Mezzomo, Kelin Maggioni
AU - Scroferneker, Maria Lúcia
PY - 2006/2
Y1 - 2006/2
N2 - Objectives: Our teaching experience has shown that dealing with the immunological aspects of viral hepatitis poses several difficulties. Therefore, we developed a game to verify whether or not this active-learning exercise could enhance students' learning and arouse their interest in subjects that are basically complex. Methods: Fifteen cards with clinical cases of hepatitis A, B, C, D, and E, and 50 explanatory cards with the description of epidemiological, clinical, and immunological aspects of the hepatites mentioned above. The objective of the game was to match the explanatory cards with the respective clinical case. Pre- and post-tests were used to assess students' grade improvement. Findings: One-hundred-and-forty students participated in the activity. The overall response of the students to the game was very positive: 129 (92.1%) found the game encouraged clinical thinking, and 105 (75%) regarded the game as an important way of consolidating learning. The students' grades significantly improved (p < 0.05). Conclusion: Games allow understanding the subject matter through global knowledge. They also foster the student-professor relationship, simplifying the solution to the questions that may arise from a more comprehensive study.
AB - Objectives: Our teaching experience has shown that dealing with the immunological aspects of viral hepatitis poses several difficulties. Therefore, we developed a game to verify whether or not this active-learning exercise could enhance students' learning and arouse their interest in subjects that are basically complex. Methods: Fifteen cards with clinical cases of hepatitis A, B, C, D, and E, and 50 explanatory cards with the description of epidemiological, clinical, and immunological aspects of the hepatites mentioned above. The objective of the game was to match the explanatory cards with the respective clinical case. Pre- and post-tests were used to assess students' grade improvement. Findings: One-hundred-and-forty students participated in the activity. The overall response of the students to the game was very positive: 129 (92.1%) found the game encouraged clinical thinking, and 105 (75%) regarded the game as an important way of consolidating learning. The students' grades significantly improved (p < 0.05). Conclusion: Games allow understanding the subject matter through global knowledge. They also foster the student-professor relationship, simplifying the solution to the questions that may arise from a more comprehensive study.
KW - Active-learning card game
KW - Alternative method
KW - Medical education
KW - Viral hepatitis
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U2 - 10.1080/13576280500524330
DO - 10.1080/13576280500524330
M3 - Article
C2 - 16531298
AN - SCOPUS:33645015471
SN - 1357-6283
VL - 19
SP - 14
EP - 21
JO - Education for Health: Change in Learning and Practice
JF - Education for Health: Change in Learning and Practice
IS - 1
ER -