Can medical education be fun as well as educational?
BMJ 2002; 325 doi: https://doi.org/10.1136/bmj.325.7378.1453 (Published 21 December 2002) Cite this as: BMJ 2002;325:1453
- Gemeah Howarth-Hockey, medical educator,
- Peter Stride, district director of clinical training (peter_stride@health.qld.gov.au)
- Redcliffe-Caboolture Health Services, Redcliffe Hospital, Anzac Avenue, Redcliffe, 4020 Queensland, Australia
- Correspondence to: P Stride
- Accepted 18 November 2002
Can medical education benefit from “lightening up”? Two Australian health professionals have turned education sessions into lively quiz shows
Today's challenge to medical educators is to provide continuing education that supports excellence in clinical practice while finding new approaches to make learning more stimulating, motivating, and entertaining. At our hospital we are experimenting with innovative teaching techniques, incorporating games and debate, which encapsulate core concepts of the theory of adult learning: active participation by learners, application of knowledge, informal presentation, and feedback.1
Summary points
Medical education needs to support excellence in clinical practice while finding new approaches to teaching and learning
Imagination and creativity help planning and teaching in medical education
Games and debates can make a valuable contribution to teaching techniques
Methods
The games currently used in medical education at our hospital are “You too can become a physician” and “Medi-team challenge.” All games sessions are run …
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