Randomized trial on the impact of card Game-Based teaching on learning and memory retention of neurological syndromes

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Detalles Bibliográficos
Publicado en:	BMC Medical Education vol. 25 (2025), p. 1-17
Autor principal:	Yu, Xi
Otros Autores:	Wu, Jiafu, Zhang, Yuhuan, Di, Zhixin, Nie, Wanling, Wang, Mingyu, Zhu, Xingyu, Zhang, Yunkai, Wu, Yimeng, Ma, Yan, Han, Yuxi, Yu, Miao
Publicado:	Springer Nature B.V.
Materias:	Teaching methods Memory Instructional design Intervention Cognitive load Medical students Localization Feedback SAT assessment Student retention Clinical trials Neurology Collaborative learning Gamification Error Correction Control Groups Experimental Groups Active Learning Lecture Method Grouping (Instructional Purposes) Academic Achievement Medical Education Measurement Techniques Instructional Materials Cooperative Learning Anesthesiology Conflict Resolution Evaluators Outcomes of Education Information Processing Cognitive Ability Classroom Communication Difficulty Level Game Based Learning Methods Research
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Descripción
Resumen:	BackgroundLearning about neurological syndromes is an essential component of medical education, but traditional teaching methods often lack interactivity and practical engagement. This study investigates the impact of an innovative teaching approach using the Neurological Syndrome Card Game (NSCG) on students’ learning outcomes.MethodsA randomized controlled trial design was implemented, with participants divided into an experimental group and a control group. The control group received traditional lecture-based instruction (e.g., PowerPoint presentations and case analyses), whereas the experimental group engaged in NSCG-based learning. The game involved card-matching competitions and anatomical injury location tasks to enhance students’ recognition, understanding, and memory of neurological syndromes. Learning outcomes were evaluated through assessments of learning effectiveness, knowledge retention rates, cognitive load, and learning experience.ResultsA total of 48 students participated in the study. No significant differences were found in baseline characteristics between the groups. Following the intervention, the experimental group showed significantly better immediate learning effects at 1 week (13.33 ± 2.12 vs. 11.92 ± 1.44, t = 3.344, P = 0.002), 3 weeks (12.83 ± 2.04 vs. 10.63 ± 1.86, t = 3.923, P = 0.000), and 6 weeks (10.04 ± 1.20 vs. 7.79 ± 1.61, t = 5.484, P = 0.000). In terms of long-term memory retention, the experimental group demonstrated superior knowledge retention rates at all time points: 22.53% at week 1, 29.49% at week 3, and 31.12% at week 6. Regarding cognitive load, the experimental group exhibited significantly lower total scores (46.96 ± 1.65 vs. 69.08 ± 4.06) and scores across all dimensions (P < 0.05). Evaluations of the learning experience indicated that students in the experimental group rated their interest and memory outcomes more positively.ConclusionThe NSCG-based teaching method significantly enhances students’ learning and memory retention of neurological syndromes, reduces cognitive load, and increases learning interest. This method may be a useful approach for enhancing clinical syndrome teaching in medical education.
ISSN:	1472-6920
DOI:	10.1186/s12909-025-07630-9
Fuente:	Healthcare Administration Database