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A comparison of teaching methods: interactive lecture versus game playing

Background: We compared an interactive lecture with a game based on charades as a means of teaching child development to fifth year medical students. Methods: Students were randomised to either intervention and the data analyst was blinded to which method of teaching the students had received. Performance of the students was assessed after the teaching with a multiple choice questionnaire. Long term performance was assessed by comparing the students’ OSCE scores in the child development station. Results: The students that received an interactive lecture performed significantly better in the MCQ than those who were taught using the game. Conclusions: Neither group had any difference in long term performance in this subject following the interventions.