RT Journal Article
SR Electronic
T1 Comparison of jeopardy game format versus traditional lecture format as a teaching methodology in medical education.
JF Saudi Medical Journal
JO Saudi Med J
FD Prince Sultan Military Medical City
SP 1172
OP 1176
VO 32
IS 11
A1 Khan, Mohammad N.
A1 Telmesani, Abdulwahab
A1 Alkhotani, Abdulaziz
A1 Elzouki, Abdelaziz
A1 Edrees, Burhan
A1 Alsulimani, Mohammad H.
YR 2011
UL http://smj.org.sa/content/32/11/1172.abstract
AB 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.