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Pharmacy students experience with PharmacyPhlash - a pilot educational board game.

Varsha Bangalee1, Frasia Oosthuizen1, Velisha Ann Perumal-Pillay1

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Pharmacy students reported high satisfaction playing "PharmacyPhlash," a new board game designed to enhance learning and collaboration. The game improved knowledge application and critical thinking, despite some concerns about its length.

Keywords:
Active learningBoard gamesPharmacy education

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Area of Science:

  • Pharmacy Education
  • Active Learning Strategies
  • Game-Based Learning

Background:

  • Pharmacy academics face challenges in implementing innovative teaching methods.
  • Active learning strategies are crucial for student engagement and knowledge retention.
  • A board game, "PharmacyPhlash," was developed for an undergraduate bachelor of pharmacy program.

Purpose of the Study:

  • To evaluate student experiences with a pilot version of "PharmacyPhlash."
  • To identify the game's design strengths and weaknesses.
  • To assess the game's effectiveness in achieving educational and competency outcomes.

Main Methods:

  • Third-year pharmacy students participated in a pilot study.
  • Student experiences were assessed via questionnaire.
  • Questionnaire covered game-playing characteristics, engagement, learning impact, and suggestions for improvement.

Main Results:

  • Playing the game enhanced understanding, knowledge application, and collaboration.
  • Students could connect pharmacy practice with pharmacology knowledge.
  • The competitive nature was a noted negative; suggestions included shorter games and mixed-level groups.

Conclusions:

  • Students reported high satisfaction with the "PharmacyPhlash" board game.
  • The game effectively promoted knowledge sharing and critical thinking skills.
  • The pilot study provided valuable insights for game refinement.