Margaret, I really like your flashcards challenge and will try it in my next class.
Michele Deck
I use something I call "Flashcard Challenge" to help students remember important acronyms and abbreviations. It helps to promote instant recall. Winners are only allowed to win once, so others may have their chance at mastery. Students receive special printed awards and can choose their "prize". This works well for groups of 10 or more students.
Diane, that is a great teaching technique, as I'm sure you have experienced.
I put med terms on jeopardy templates
Jeapordy, matching, and memory have all be used in my classroom.
It's good to use the game resources that come with the textbook, it saves time.
I have used several different methods of retaining medical terminology. I have found that most students learn with repetition. We have played Bingo and Jeopardy. We use the CD that comes with our books; it has many games on it.
At my school, we use jeopardy. There's also a concentration style game. The curriculum is nice in the fact that we get games on disc that correlate with our material. Another thing we do is a matching flashcard game. We put diseases on one card and their symptoms or cause on another. They have to work together to match. We also use cards with all the bones names on them and have the students take their card up to the skeleton and place it on the correct bone.
Jeopardy style games are great, I've got real good results with it.
When I taught at the high school, I made a jeorpardy game and wheel of fortune. On the college level I've used who wants to be a millionaire, weakest link and deal or no deal.
Matching blood gases is an activity I call ABG go fish amd the students play it like the card game fish.
Twister is one activity I haven't tried yet.
The games are a great way to help students relax and learn at the same time.
I have done a matching game for arterial blood gas analysis. This is a great tool for the "hands on" students to learn ABG's.
I had my students do a project. Think of a game to help your fellow classmates retain medical terms for a specific organ system. The one that they had the most fun with was Twister. It was pretty neat.
Thanks for sharing your success story with students competing to learn.
I love to divide the class up into 3- 4 groups and allow them to take the competative route. I ask questions, allow them 10 seconds to collaborate among each other, give a response, if it is right, I award points. If the group is wrong, I allow the next team the chance to respond. This is usually an activity I do as a review before an exam or before starting another lecture on another topic.
Visuals to reinforce content also decrease confusion.
As a teacher of dental assistant, I taught dental anatomy for some time, Usually I ask the student to draw teeth after I give them the exact dimensions, carving on wax block is another good idea.
I like to use drawings and illustrations to bring my lectures to life
