Implementation and evaluation of puzzle-based learning in the first MBBS students

Abstract

Background: Innovative techniques have been employed in medical education to make the process of learning interesting and interactive. Games and puzzles, forms of active learning, are helpful to review, summarize, practice, find out gaps in knowledge, and develop new relationships among concepts. By implementing puzzle-based learning, the learner will be enough competent to understand the basic concepts of complex topic and apply this understanding in the future learning process. Aims and Objectives: The aim of the study was to determine the utility and effectiveness of the crossword puzzle, as a novel teaching-learning tool in medical education. Materials and Methods: Puzzle was introduced in routine tutorial class in a group of 60 students. 20 min time was given to solve the puzzle followed by discussion for the next 20 min. The gain in knowledge was assessed by pre- and post-test. Session evaluation done by taking the feedback from students on a Likert scale and analysis was done using SPSS software. Results: There was a significant improvement in knowledge of the students (Overall gain in marks = 120.06%). 73% of students are feeling that method is useful and effective, 22% of students gave a neutral response, and 5% of students are disagreeing. Conclusion: The crossword puzzle was very well appreciated by the students, and significant learning was occurred. The rational use of crosswords was useful to transfer of content, provide an opportunity to discuss and recall essential concepts in undergraduate studies. To make medical education more fascinating and interactive, future development of a computer-based interactive crossword puzzles is suggested.