A GAME APPROACH TO INTERACTIVE STUDENTCENTRED LEARNING IN MICROBIOLOGY FOR UNDERGRADUATE MEDICAL STUDENTS

• Main Author: Struwig, Magdalena Catharina
• Other Authors: Prof G Joubert
• Format: Others
• Language: en-uk
• Published: University of the Free State 2011
• Subjects: Health Sciences Education
• Online Access: http://etd.uovs.ac.za//theses/available/etd-10042011-102224/restricted/

In this research, play was used to address negative perceptions about medical microbiology in the MBChB course. The Infections module is part of the second academic year in the MBChB curriculum at the University of the Free State (UFS), Bloemfontein, South Africa. Students' negative perception of medical microbiology and infectious diseases was identified by the researcher, who had been a lecturer in the module for many years. In an attempt to address students' complaints and dissatisfaction regarding the huge volume of work dealt with in the module, exposure to new terminology, and the complicated classification and nomenclature of microorganisms, the researcher resorted to investigating enjoyable forms of learning as a potential solution. Play is regarded by developmental and educational psychologists as an inherent part of human nature, which is employed in various settings and circumstances in the process of acquiring knowledge, information and skills necessary for social adaptation, integration and survival. The benefits of play are not limited to childhood â play can be enjoyed by individuals of any age, throughout their lives. Educational games are recognised as meaningful and effective teaching and learning instruments â also in higher education and medical training. Incorporating a fun component and positive affect into the learning process is known to promote intrinsic motivation, enhance quality of learning, and lead to better retention of knowledge. The researcher developed a quiz-style board game, Med Micro Fun With Facts (MMFWF), based on the principles of Trivial Pursuitâ¢. MMFWF can be used as a supplementary group work activity to expose students to the factual content of the vast discipline of microbiology in a non-threatening, healthy competitive environment. The game contains 700 colour-coded questions and answers divided into seven corresponding colour-coded categories, each containing 100 questions and answers. Six categories cover microbiological topics (bacteriology, virology, mycology, parasitology, and the diagnosis and treatment of infectious diseases), while a category on general medicine was included to prevent the potential risk of feeling overwhelmed or becoming bored by the numerous medical microbiology facts. The MMFWF board game was introduced to medical students shortly after they had successfully completed the Infections module. The game was evaluated by students by means of a self-administered, anonymous questionnaire and semi-structured focus group interviews, and by academic members of staff by means of direct observation of the play process and nominal group interviews. The overall feedback showed that both students and staff had a highly positive experience of MMFWF, and regarded it as a meaningful approach to mastering the factual content of medical microbiology. The students indicated that playing the game had a positive influence on their perception of and attitude towards the subject. The MMFWF board game was also converted into a multiple-choice web-based application (e-MMFWF), which was implemented as a compulsory directed learning activity in the Infections module. The students played e-MMFWF as part of their preparation for the forthcoming second semester test. The class average increased by 22% from Test I to Test II, and many students who were facing the possibility of failing an academic year due to poor performance in the Infections module were able to successfully complete their studies at their expected level of accomplishment. Eighty-five percent of the students who played e-MMFWF in preparation for semester Test II indicated their conviction that the directed learning activity contributed positively to the improvement in their test marks. The positive feedback on the MMFWF board game as a learning tool in medical microbiology, and students' improved marks after playing e-MMFWF, show that MMFWF can be used with good results as a supplementary learning modality in the Infections module of the undergraduate medical training programme.