ArticleMedical science educator2019
A Pilot Study Comparing Cued Versus Recognition Recall Question Design on Medical Student Utilization, Effectiveness, and Perceptions of Pharmacology Educational Games.
Article in Medical science educator, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
2 citing papers in PubMed, 2 citations in OpenAlex.
- The evaluation of digital educational game use in pharmacology teaching process.Pharmacology research & perspectives · 2024Article
- Educational Interventions for Medical Students to Improve Pharmacological Knowledge and Prescribing Skills: A Scoping Review.Perspectives on medical education · 2023Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors at 3 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Although games are used for active learning, research is lacking on how design impacts learning, engagement, and utilization in medical students. This pilot study compared pharmacology educational games designed with cued recall questions with a recognition-recall trivia multiple choice format. Learning was determined by comparing quiz performance pre- and post-game, and perceptions were measured by post-game survey. Pharmacology performance improved regardless of game design, although the trivia game produced greater post-game performance improvement. Medical students positively perceived both pharmacology games to be interesting, effective, and engaging tools, supporting that they are a feasible method to promote engagement and active pharmacology learning.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.