Board game versus lecture-based seminar in the teaching of pharmacology of antimicrobial drugs—a randomized controlled trial

Abstract

The effectiveness of an educational board game developed to teach the pharmacology of antimicrobial drugs to medical students was compared with the lecture-based seminar as a supplemental tool to improve short- and long-term knowledge retention and the perception of the learning method by students. A group of 124 students was randomized to board game and control groups. Short-term knowledge retention was assessed by comparing differences in post- and pre-tests scores, and long-term knowledge retention by comparing final examination scores. Both didactic methods seem to improve short-term knowledge retention to similar extent. Long-term knowledge retention of board game seminar participants was higher than those who attended the lecture-based seminar (ANCOVA, P = 0.035). The effect was most pronounced within 14 days after the intervention (ANOVA, P = 0.007). The board game was well perceived by the students. The board game seems to be a promising didactic tool, however, it should be further tested to assess its full educational utility.