Viral hepatitis: An alternative teaching method.
OBJECTIVE
Our teaching experience has shown that dealing with the immunological aspects of viral hepatitis poses several difficulties. Therefore, we developed a game to verify whether or not this active-learning exercise could enhance students' learning and arouse their interest in subjects that are basically complex.


METHODS
Fifteen cards with clinical cases of hepatitis A, B, C, D, and E, and 50 explanatory cards with the description of epidemiological, clinical, and immunological aspects of the hepatitis mentioned above. The objective of the game was to match the explanatory cards with the respective clinical case. Pre- and post-tests were used to assess students' grade improvement.


RESULTS
One-hundred-and-forty students participated in the activity. The overall response of the students to the game was very positive: 129 (92.1%) found the game encouraged clinical thinking, and 105 (75%) regarded the game as an important way of consolidating learning. The students' grades significantly improved (p < 0.05).


CONCLUSIONS
Games allow understanding the subject matter through global knowledge. They also foster the student-professor relationship, simplifying the solution to the questions that may arise from a more comprehensive study.
Department of Microbiology, Universidade Federal do Rio Grande do Sul, Porto Alegre, RS, Brazil.
Ana Cecília Michel
AC
Da Rosa
Fábio De Lima
Fde L
Moreno
Kelin Maggioni
KM
Mezzomo
Maria Lúcia
ML
Scroferneker
D001938:Brazil; D004501:Education, Medical / Q000379:methods*; D006505:Hepatitis / Q000276:immunology / Q000821:virology*; D006801:Humans; D018794:Problem-Based Learning / Q000379:methods; D013337:Students, Medical / Q000523:psychology*; D011795:Surveys and Questionnaires