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Viral hepatitis: An alternative teaching method.

Ana Cecília Michel Da Rosa1, Fábio De Lima Moreno, Kelin Maggioni Mezzomo

  • 1Department of Microbiology, Universidade Federal do Rio Grande do Sul, Porto Alegre, RS, Brazil.

Education for Health (Abingdon, England)
|March 15, 2006
PubMed
Summary

A new game designed to teach viral hepatitis immunology significantly improved student grades and engagement. This active learning tool made complex topics more understandable and fostered critical thinking skills.

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Area of Science:

  • Medical Education
  • Immunology
  • Hepatology

Background:

  • Teaching the immunological aspects of viral hepatitis presents significant challenges for educators.
  • Complex subjects often require innovative pedagogical approaches to enhance student comprehension and interest.

Purpose of the Study:

  • To assess the effectiveness of an active-learning game in improving student understanding of viral hepatitis immunology.
  • To determine if the game could increase student interest in complex immunological concepts related to viral hepatitis.

Main Methods:

  • A game was developed using 15 clinical case cards (hepatitis A, B, C, D, E) and 50 explanatory cards detailing epidemiological, clinical, and immunological aspects.
  • Students matched explanatory cards to clinical cases. Pre- and post-tests measured knowledge acquisition.

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Main Results:

  • 140 students participated. The game was positively received, with 92.1% reporting it encouraged clinical thinking and 75% finding it consolidated learning.
  • A statistically significant improvement in student grades was observed (p < 0.05).

Conclusions:

  • Educational games can facilitate a holistic understanding of complex subjects like viral hepatitis immunology.
  • This active-learning strategy enhances the student-professor relationship and simplifies the learning process for intricate topics.