ABSTRACT
Anatomy is knowledge about structure and function of human body. However, with on medical course the vast amount of content, many students have difficulties and burdens about anatomy. The purpose of this study was to investigate the effect of bingo game to improve understanding and learning effect of anatomy. This study was carried out in September, 2018, at 53 medical students. After conducting the bingo, the students were asked about the usefulness, grade reflection, concern, continuation, necessity, appropriate time and interest of bingo. And the relationship between bingo results and grades was also investigated. A total of seven bingo games were with an average of 3.6 bingo (0-11). There was a positive response to the usefulness (3.74 ± 0.92), interest (3.94 ± 0.82), continuation (3.55 ± 1.10), necessity (3.51 ± 1.01), and concern (3.72 ± 1.01) of bingo. However, the appropriateness of the time was neutral (3.26 ± 1.02), and there were negative opinions about grade reflection of bingo (1.40 ± 0.86). The grade of anatomy subject showed a positive correlation with the results of the bingo, but did not reach statistical significance (r = 207, p = 0.088). In addition to anatomy, histology, microbiology, and pharmacology were also considered to be useful educational methods for bingo. Bingo may be useful in medical school curriculum, especially in Anatomy. More research is needed to improve learning efficiency through bingo.
ABSTRACT
Anatomy is knowledge about structure and function of human body. However, with on medical course the vast amount of content, many students have difficulties and burdens about anatomy. The purpose of this study was to investigate the effect of bingo game to improve understanding and learning effect of anatomy. This study was carried out in September, 2018, at 53 medical students. After conducting the bingo, the students were asked about the usefulness, grade reflection, concern, continuation, necessity, appropriate time and interest of bingo. And the relationship between bingo results and grades was also investigated. A total of seven bingo games were with an average of 3.6 bingo (0-11). There was a positive response to the usefulness (3.74 ± 0.92), interest (3.94 ± 0.82), continuation (3.55 ± 1.10), necessity (3.51 ± 1.01), and concern (3.72 ± 1.01) of bingo. However, the appropriateness of the time was neutral (3.26 ± 1.02), and there were negative opinions about grade reflection of bingo (1.40 ± 0.86). The grade of anatomy subject showed a positive correlation with the results of the bingo, but did not reach statistical significance (r = 207, p = 0.088). In addition to anatomy, histology, microbiology, and pharmacology were also considered to be useful educational methods for bingo. Bingo may be useful in medical school curriculum, especially in Anatomy. More research is needed to improve learning efficiency through bingo.