Abstract

Learning diagnostic and clinical reasoning strategies through an interactive board-game

Author(s): Dr Keith Taylor,Dr Keith Taylor

Background: A number of studies have reported the educational benefits of using games to reinforce aspects of teaching and learning. In this study we evaluate a novel, collaborative tool that can be used to reinforce clinical reasoning strategies in undergraduate medical students.

Methods: A pilot project was conducted with a cohort of 75 third year medical students at Dundee Medical School (UK). All participants were asked to evaluate the game after taking part in a small group session.

Results: The game was rated very highly in terms of its design, playability, perceived learning benefit and enjoyment.

Conclusion: There is scope for using this tool as a resource to encourage group learning, discussion and reflection across a broad range of curriculum content. A similar structure could be adopted by other health professionals at all stages of learning.