Shannon, I'm sure you have seen the benefit of involving students both individually and as the entire class. Each has their pluses and can benefit learners by increasing their memory of the content.
I have used an activity called "mind mapping". I have the student utilize what they have learned in class and draw as a group what they have learned. They seem to retain so much more than doing no activity.
I have had my students perform a play on the history of medicine.
There are many things we can get from the dollar store that can be used in class. There is this baseball game that has the 3 mats and pitching stand. The instructor throws out a question and the game is played just like baseball. It gets the students up and moving. You do need a good amount of room to play.
Many of the games mentioned in the Moduale have already been incorporated, but some others have not been tried. Crosswords and pictionary are always a favorite.
I have done jeopardy, wheel of fortune games for the class, and crosswords and word searches as individual activities. I've done a type of Draw a Term, but I've done the drawing and had the class guess.
DRUGO and Jeopardy are great review activities that involve multiple methods for learning.
Every week in our pharmacy class the new students are required to learn 25 drugs each week. They are to know the brand name, generic name, and classification of each. They enjoy to play DRUGO - a spin off of BINGO. Also jeopardy is a great chapter review game that our students enjoy.
Thanks for sharing this marvelous idea that you use for coding. Keep up the creative work!
With coding dx and procedure codes I bought large
matts used for a child's room to cushion a fall. I made templates of numbers and made them in two colors. I then have teams. They are both given the same written verbage and the first teams to find the right code and assemble it in front of the class wins a point.
We do about 5 to 7 of these for an activity.
I beleive this could be used with medical temonology also.
I never force learners to participate in anything they are uncomfortable with, but I find if they have a choice, many of them get into the competition, too, Stacy.
I have used a game similar to jeopardy, even my skeptical students who claim they "don't like games" actually try and get into the competition. When I announce the date of the game and the reward for the winning team, it motivates the students and they seem to put more time into studying.
With the material included in the DVD of the book, I use those questions in a Jeopardy format with teams of about 4 or 5 students. It works smoother to give one question to one group at a time with the Final Jeopardy question open to all the groups in a "winner take all" finish.
Great idea for teaching and reinforcing both anatomy and medical terminology!
Great idea for teaching and reinforcing both anatomy and medical terminology!
This sounds like fun and reinforcement at the same time. What a great combination!
Using an overhead, I project a diagram of the skeleton onto the white board. The students line up into 2 rows of equal numbers. The 1st ones in line gets a dry-erase marker. I read the name of the bone, & they run to the board & label that part with the marker. Which ever person labels it & spells the part correctly gets the point. They then give the marker to the person behind them & we play on. If the person does not label it correctly or misspells the part, they do not get the point. At the end, we tally the points, & the team which got the most points all get a "prize". The non-winners get a "consolation" gift.
I divide the pieces of a scrabble game into two bags. There are only a couple of letters that are not duplicated i split those evenly.
I divide the class into two groups. One person is responsible for writing the terms and another writes the definition. One will be the speaker.
They are given about 40 minutes to make as many medical terms as they can possible make with the letter tiles.
When time is up. The two teams compare the terms. The team with the most terms and correct definitions wins.
Students love Jeopardy like games because they know the rules already and it is a fun format for quiz or test like questions. Keep up the good work, Loretta!
I used the TEAM A and TEAM B competitive format. Using a Jeopardy-type answer, the students would reply in terms of questions--such as in the actual game show. The team with the most correct questions would receive a treat, such as a candy bar or granola bar.
