Using games in Oncology Teaching
Introduction:Educational methods can be classified into two groups: active methods and passive ones. Applying games is an active approach in teaching. The present study aimed at investigating the effect of games on teaching oncology. Methods: Twenty three medical students participated in the study....
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | fas |
| Published: |
Isfahan University of Medical Sciences, Medical Education Development Center
2011-02-01
|
| Series: | مجله ایرانی آموزش در علوم پزشکی |
| Subjects: | |
| Online Access: | http://ijme.mui.ac.ir/article-1-1647-en.pdf |
| _version_ | 1797638362904920064 |
|---|---|
| author | Farshid Arbabi Fariba haghani |
| author_facet | Farshid Arbabi Fariba haghani |
| author_sort | Farshid Arbabi |
| collection | DOAJ |
| description | Introduction:Educational methods can be classified into two groups: active methods and passive ones. Applying games is an active approach in teaching. The present study aimed at investigating the effect of games on teaching oncology.
Methods: Twenty three medical students participated in the study. They took two class sessions of oncology. In the first session the basic principles and concepts on oncology were taought and in the second session , they were randomly divided in two groups. A selected modified text of esophagus cancer treatment from up-to-date version 17.3 was presented to both groups. Some especial cards containing a cancer treatment modality were given to the case group. The students were asked to sequence the possible treatments for the case. At the end of the session, esophagus cancer treatment was presented to the students. The students’ responses were gathered, scored and compared applying T test.
Results:They were 12 in the experiment and 11 in the control group. There was a statistically significant difference between the mean score of the control (28.46 ± 22.6) and experiment(55.8±26.1)groups, (t=2.67, df =17.63, p=0.016). The number of sequences proposed by the control group was (4.85 ± 1.72), while the number of sequences in the experiment group was 3.85 ± 0.07, resulting in t=2.54, df =16.751, p=0.021.
Discussion: The mean score in the experiment group is significantly higher than that of the control group. Although the time spent was equal in both groups ,the game lead to more concentration and deeper learning in the experiment group. Significantly, the number of treatment sequences in the experiment group is lower than that of the control group. It seems that treatment selection was done more delicately and responsibly by the experiment group. So, teaching oncology through games can increase learning in medical students, which in turn,leads to better treatment selection and problem solving. |
| first_indexed | 2024-03-11T13:01:40Z |
| format | Article |
| id | doaj.art-5490de035d1c4014902a4c4d0bed0323 |
| institution | Directory Open Access Journal |
| issn | 1608-9359 1735-8892 |
| language | fas |
| last_indexed | 2024-03-11T13:01:40Z |
| publishDate | 2011-02-01 |
| publisher | Isfahan University of Medical Sciences, Medical Education Development Center |
| record_format | Article |
| series | مجله ایرانی آموزش در علوم پزشکی |
| spelling | doaj.art-5490de035d1c4014902a4c4d0bed03232023-11-03T16:32:59ZfasIsfahan University of Medical Sciences, Medical Education Development Centerمجله ایرانی آموزش در علوم پزشکی1608-93591735-88922011-02-0110512961302Using games in Oncology TeachingFarshid Arbabi0Fariba haghani1 Introduction:Educational methods can be classified into two groups: active methods and passive ones. Applying games is an active approach in teaching. The present study aimed at investigating the effect of games on teaching oncology. Methods: Twenty three medical students participated in the study. They took two class sessions of oncology. In the first session the basic principles and concepts on oncology were taought and in the second session , they were randomly divided in two groups. A selected modified text of esophagus cancer treatment from up-to-date version 17.3 was presented to both groups. Some especial cards containing a cancer treatment modality were given to the case group. The students were asked to sequence the possible treatments for the case. At the end of the session, esophagus cancer treatment was presented to the students. The students’ responses were gathered, scored and compared applying T test. Results:They were 12 in the experiment and 11 in the control group. There was a statistically significant difference between the mean score of the control (28.46 ± 22.6) and experiment(55.8±26.1)groups, (t=2.67, df =17.63, p=0.016). The number of sequences proposed by the control group was (4.85 ± 1.72), while the number of sequences in the experiment group was 3.85 ± 0.07, resulting in t=2.54, df =16.751, p=0.021. Discussion: The mean score in the experiment group is significantly higher than that of the control group. Although the time spent was equal in both groups ,the game lead to more concentration and deeper learning in the experiment group. Significantly, the number of treatment sequences in the experiment group is lower than that of the control group. It seems that treatment selection was done more delicately and responsibly by the experiment group. So, teaching oncology through games can increase learning in medical students, which in turn,leads to better treatment selection and problem solving.http://ijme.mui.ac.ir/article-1-1647-en.pdfoncologygameteaching methods |
| spellingShingle | Farshid Arbabi Fariba haghani Using games in Oncology Teaching مجله ایرانی آموزش در علوم پزشکی oncology game teaching methods |
| title | Using games in Oncology Teaching |
| title_full | Using games in Oncology Teaching |
| title_fullStr | Using games in Oncology Teaching |
| title_full_unstemmed | Using games in Oncology Teaching |
| title_short | Using games in Oncology Teaching |
| title_sort | using games in oncology teaching |
| topic | oncology game teaching methods |
| url | http://ijme.mui.ac.ir/article-1-1647-en.pdf |
| work_keys_str_mv | AT farshidarbabi usinggamesinoncologyteaching AT faribahaghani usinggamesinoncologyteaching |