Comparison of jeopardy game format versus traditional lecture format as a teaching methodology in medical education.

OBJECTIVES: To compare students’ performance, satisfaction, and retention of knowledge between a ‘jeopardy game format’ and a ‘didactic lecture format’ in teaching viral exanthema to fifth-year medical students.

METHODS: We conducted a parallel-group randomized controlled trial in the Department of Pediatrics, Faculty of Medicine, Umm Al-Qura University, Makkah, Saudi Arabia from November 2008 to January 2009. We randomized fifth-year medical students into 2 groups. We taught viral exanthema to group one in lecture format, while group 2 received the same instruction in a jeopardy style game format. Both groups underwent a pretest, post-test I, and satisfaction survey. We conducted post-test II after 2 months to assess the retention of knowledge. The satisfaction survey consisted of 5 questions using a 5 point Likert scale. We used the paired sample t-test, and independent sample t-test to compare the results.

RESULTS: Eighty-two students participated in the study (41 in each group). Both groups showed significant improvement in their knowledge on the post-test I compared with the pre-test scores. However, the post-test II conducted after 2 months showed that retention of knowledge was significantly better in the game format. The satisfaction survey showed that the game format was more enjoyable and fun.

CONCLUSIONS: The game format teaching strategy has an added advantage in retaining knowledge of the subject for a longer time compared with a lecture format.