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Related Concept Videos

Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation

Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning, patient...
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The development of self in children is deeply rooted in social interactions, mainly through stages of play and structured games. These stages, outlined by sociologist George Herbert Mead, illustrate how children progressively learn to understand and adopt social roles, forming a cohesive sense of self.The Play Stage: Imitation and Simple Role-TakingIn the early years of childhood, the play stage is characterized by imitative behavior, where children engage in role-playing based on familiar...
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Related Experiment Video

Updated: Jul 8, 2026

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
13:44

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

A comparison of teaching methods: interactive lecture versus game playing.

Georgina Selby1, Victoria Walker, Vinod Diwakar

  • 1Department of Paediatrics Paediatrics Musgrove Park Hospital, Somerset, United Kingdom. georgina.selby@tst.nhs.uk

Medical Teacher
|December 26, 2007
PubMed
Summary

An interactive lecture improved immediate recall of child development for medical students compared to a charades-based game. However, long-term performance in objective structured clinical examinations (OSCE) showed no significant difference between teaching methods.

Related Experiment Videos

Last Updated: Jul 8, 2026

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
13:44

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

Area of Science:

  • Medical Education
  • Pediatrics
  • Cognitive Science

Background:

  • Traditional lectures and gamified approaches are used to teach medical students.
  • Child development is a key area in pediatric medical education.

Purpose of the Study:

  • To compare the effectiveness of an interactive lecture versus a charades-based game for teaching child development.
  • To assess immediate and long-term student performance following different teaching interventions.

Main Methods:

  • Fifth-year medical students were randomized into two groups: interactive lecture or charades game.
  • Student performance was evaluated using a multiple-choice questionnaire (MCQ) immediately after the intervention.
  • Long-term retention was assessed by comparing Objective Structured Clinical Examination (OSCE) scores in the child development station.

Main Results:

  • Students in the interactive lecture group scored significantly higher on the immediate MCQ assessment.
  • No statistically significant difference was found in MCQ performance between the two groups.

Conclusions:

  • Interactive lectures may enhance immediate knowledge acquisition in child development compared to gamified methods.
  • Both teaching methods resulted in comparable long-term retention of child development knowledge as measured by OSCE scores.