Fun, collaboration and formative assessment: skinquizition, a class wide gaming competition in a medical school with
Elisabeth F M Schlegel1, Nancy J Selfridge
1Ross University School of Medicine , Dominica.
Background:
Formative assessments are tools for assessing content retention, providing valuable feedback to students and teachers. In medical education, information technology-supported games can accommodate large classes divided into student teams while fostering active engagement.
Aim:
To establish an innovative stimulating approach to formative assessments for large classes furthering collaborative skills that promotes learning and student engagement linked to improvement of academic performance.
Methods And Results:
Using audience response technology, a fast-paced, competitive, interactive quiz game involving dermatology was developed. This stimulating setting, provided on the last day of class, prepares students for high-stakes exams to continue their medical education while training collaborative skills as supported by survey outcomes and average class scores.
Summary And Conclusions:
Educational game competitions provide formative assessments and feedback for students and faculty alike, enhancing learning and teaching processes. In this study, we show an innovative approach to accommodate a large class divided into competing teams furthering collaborative skills reflected by academic performance.
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