A comparison of teaching methods: interactive lecture versus game playing

Abstract

Background: We compared an interactive lecture with a game based on charades as a means of teaching child development to fifth year medical students.

Methods: Students were randomised to either intervention and the data analyst was blinded to which method of teaching the students had received. Performance of the students was assessed after the teaching with a multiple choice questionnaire. Long term performance was assessed by comparing the students’ OSCE scores in the child development station.

Results: The students that received an interactive lecture performed significantly better in the MCQ than those who were taught using the game.

Conclusions: Neither group had any difference in long term performance in this subject following the interventions.

Additional information

Notes on contributors

Georgina Selby

GEORGINA SELBY is a paediatric registrar at Musgrove Park Hospital Taunton who has worked as a clinical teaching fellow at Birmingham Children's Hospital.

Victoria Walker

VICTORIA WALKER is a paediatric registrar at Coventry Hospital who has worked as a clinical teaching fellow at Birmingham Children's Hospital.

Vinod Diwakar

VINOD DIWAKAR is a Consultant General Paediatrician at Birmingham Children's Hospital and is the Associate Dean for Modernising Medical Careers at the University of Birmingham.