The Effect of Game Method on Students' Satisfaction and Achievement in Anatomy Course



Shakour M¹ ; Haghani F¹ ; Shokri T¹ ; Bahramian H² Show Affiliations
Source: Journal of Isfahan Medical School Published:2013

Abstract

Background: Anatomy is an important course that students of medicine should take it at the first years of medical majors. For teaching anatomy's concepts, teachers use lecture more than interactive methods. We studied the effectiveness of game, as an interactive and fun method, to teach anatomy on satisfaction and learning progress and compared it with usual method without game. Methods: This quasi-experimental study was done among medical students of the first year in Isfahan University of Medical Sciences, Iran. Two game methods were used in two sessions and in other sessions teaching method was the usual teaching method without game. In using game, we noticed to rules of game as a teaching method. A questionnaire was used to assess students' satisfaction. To assess their achievement, we compared grades of exam questions related to the sessions that were taught by game and without game. Findings: 4% of students accepted this method as an excellent method, 64% good and other students as an intermediate. Nobody told that little learned. About 64% were satisfied to use this method and 36% of students did not like it. Also 76% of students were very or somewhat interested in this method to use in other classes. In studying students' achievement, the result of paired t-test showed significance difference between the scores of two groups of questions in exam (P < 0.001). Conclusion: According to more satisfaction and better learning, that's better to use interactive methods like game instead of lecture in teaching anatomy.