Bangalee Varsha, Oosthuizen Frasia, Perumal-Pillay Velisha Ann, Suleman Fatima, Walters Fiona
Discipline of Pharmaceutical Sciences, School of Health Sciences, Westville Campus, University of KwaZulu-Natal, Private Bag X54001, Durban, 4000, South Africa.
Discipline of Pharmaceutical Sciences, School of Health Sciences, Westville Campus, University of KwaZulu-Natal, Private Bag X54001, Durban, 4000, South Africa.
Curr Pharm Teach Learn. 2021 Mar;13(3):292-301. doi: 10.1016/j.cptl.2020.10.016. Epub 2020 Oct 29.
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.
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.
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.
The current study found that students reported high levels of satisfaction from playing the game.
药学专业的学者一直面临着挑战，即如何采用创新的主动学习策略来鼓励学生参与，同时传授知识。为实现这一目标，本科药学专业的教师开发了一款名为“PharmacyPhlash”的棋盘游戏。该研究旨在记录学生玩游戏试用版的体验，了解游戏的设计优缺点以及游戏实现预期教育和能力目标的能力。
邀请三年级药学专业学生参与试点研究。通过问卷调查评估学生体验，以确定游戏玩法的一般特征、学生对游戏的参与感及其实现预期设计目标的能力、玩游戏对学习的帮助或限制、学生喜欢/不喜欢该活动的方面以及改进建议。
10名参与者（6名男性，4名女性）自愿参与试点。总体而言，玩游戏提高了对知识的理解和应用，促进了知识共享与合作。学生能够将药学实践与药理学知识联系起来。它增强了学习者简洁快速思考和交流的能力。游戏的竞争方面是玩游戏的主要负面影响。改进游戏的建议包括缩短游戏时间、纳入不同学习水平的学生混合小组以及引入裁判监督游戏。
当前研究发现，学生表示玩游戏的满意度很高。
