Games as active learning strategies: a faculty development workshop

Context and setting‘Games as Active Learning Strategies’ was 1 of 7 active learning workshops offered to faculty at the College of Medicine, University of Saskatchewan, Saskatoon, Canada. The workshop was interactive and conducted in a computer laboratory. Why the idea was necessary There is evidence to show that games, defined by some as ‘fun with a purpose’, foster active learning, allow for interactivity, promote collaboration, peer-learning and teamwork, and increase motivation. Despite their potential to enhance learning, there is very little use of games in the teaching and learning of medicine. We therefore designed and developed a workshop that would enable participants to create a game using self- generated questions. What was done A literature review was completed to identify: the rationale for using games; different types of games available; and the use and examples of games in medicine. We then designed and developed the 2.5-hour interactive workshop. The objectives were to: discuss the rationale for using games; provide examples of a variety of games used effectively in medical education, and create game(s) using PowerPoint. (PowerPoint was used because most faculty use it in day-to-day teaching and free templates are available.) We were excited by the response to the workshop. Participants included representatives from physical therapy, continuing professional learning, pathology, nursing, family medicine and the Lung Association. Participants were given a pre-reading package with review articles on games and were asked to bring 10 multiple-choice questions. During the workshop, different types of games were viewed and the participants then discussed theory behind their use, how each type can be used in its specific setting and cautions to bear in mind while using the games. Next, following a demonstration on how to create a game using Powerpoint templates, the participants created their own games. Despite varying levels of familiarity with the software, all participants were able to create a game. At the end of the workshop, each participant received a CD containing numerous Powerpoint templates and links to examples and articles describing the use of games. Evaluation of results and impact We administered a workshop evaluation survey consisting of 13 open-ended and 10-point Likert scale questions. All participants strongly agreed (9–10/10) that the workshop was well organised and facilitated, that they learnt a lot from other participants and that their expectations were met. Participants indicated that they planned to use this information in their teaching. On follow-up we learnt that these games were being used in reviewing 2 pathology courses, during a microbiology lecture, and obstetrics course in continuing education, and for learning new information by community-based faculty. There have been requests for more such workshops at the medical college and university teaching and learning centre, a national conference and even an international venue. Whilst we are heartened by the outcome, we are aware and have reiterated to the participants the danger of the medium becoming more memorable than the message. The ultimate worth of using games is in the learning that emanates and the value of the information for practice.

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