Varsha Bangalee1, Frasia Oosthuizen2, Velisha Ann Perumal-Pillay2, Fatima Suleman2, Fiona Walters2. 1. Discipline of Pharmaceutical Sciences, School of Health Sciences, Westville Campus, University of KwaZulu-Natal, Private Bag X54001, Durban, 4000, South Africa. Electronic address: bangalee@ukzn.ac.za. 2. Discipline of Pharmaceutical Sciences, School of Health Sciences, Westville Campus, University of KwaZulu-Natal, Private Bag X54001, Durban, 4000, South Africa.
Abstract
BACKGROUND AND PURPOSE: Pharmacy academics are consistently challenged to incorporate innovative, active-learning strategies to encourage student participation while imparting knowledge. To achieve this, a board game entitled "PharmacyPhlash" was developed by academics teaching in an undergraduate bachelor of pharmacy program. The study sought to document student experience on playing a pilot version of the game and to understand the design strengths and weaknesses as well as the ability of the game to achieve envisaged educational and competency outcomes. EDUCATIONAL ACTIVITY AND SETTING: Third-year pharmacy students were invited to participate in the pilot study. Student experience was evaluated using a questionnaire to determine general characteristics of game-playing, students' perceived engagement in the game and its ability to fulfil its anticipated design objectives, how playing the game helped or limited learning, aspects students enjoyed/did not enjoy about the activity, and suggestions for improvement. FINDINGS: Ten participants (six males, four females) volunteered for the pilot. Overall, playing the game improved understanding and application of knowledge and promoted sharing of knowledge and collaboration. Students were able to link pharmacy practice and pharmacology knowledge. It enhanced learners' ability to think and communicatee concisely and quickly. The competitive aspect of the game was the main negative associated with playing the game. Suggestions for improving the game included making it shorter, including mixed groups of students from different levels of study, and introducing a referee to oversee the game. SUMMARY: The current study found that students reported high levels of satisfaction from playing the game.
BACKGROUND AND PURPOSE: Pharmacy academics are consistently challenged to incorporate innovative, active-learning strategies to encourage student participation while imparting knowledge. To achieve this, a board game entitled "PharmacyPhlash" was developed by academics teaching in an undergraduate bachelor of pharmacy program. The study sought to document student experience on playing a pilot version of the game and to understand the design strengths and weaknesses as well as the ability of the game to achieve envisaged educational and competency outcomes. EDUCATIONAL ACTIVITY AND SETTING: Third-year pharmacy students were invited to participate in the pilot study. Student experience was evaluated using a questionnaire to determine general characteristics of game-playing, students' perceived engagement in the game and its ability to fulfil its anticipated design objectives, how playing the game helped or limited learning, aspects students enjoyed/did not enjoy about the activity, and suggestions for improvement. FINDINGS: Ten participants (six males, four females) volunteered for the pilot. Overall, playing the game improved understanding and application of knowledge and promoted sharing of knowledge and collaboration. Students were able to link pharmacy practice and pharmacology knowledge. It enhanced learners' ability to think and communicatee concisely and quickly. The competitive aspect of the game was the main negative associated with playing the game. Suggestions for improving the game included making it shorter, including mixed groups of students from different levels of study, and introducing a referee to oversee the game. SUMMARY: The current study found that students reported high levels of satisfaction from playing the game.
Authors: Melissa S Medina; Cecilia M Plaza; Cindy D Stowe; Evan T Robinson; Gary DeLander; Diane E Beck; Russell B Melchert; Robert B Supernaw; Victoria F Roche; Brenda L Gleason; Mark N Strong; Amanda Bain; Gerald E Meyer; Betty J Dong; Jeffrey Rochon; Patty Johnston Journal: Am J Pharm Educ Date: 2013-10-14 Impact factor: 2.047