title: A comparison of teaching methods: interactive lecture versus game playing.
abstract: 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.
authors.affiliation: Department of Paediatrics Paediatrics Musgrove Park Hospital, Somerset, United Kingdom. georgina.selby@tst.nhs.uk
authors.forename: Georgina
authors.initials: G
authors.lastname: Selby
authors.forename: Victoria
authors.initials: V
authors.lastname: Walker
authors.forename: Vinod
authors.initials: V
authors.lastname: Diwakar
mesh_terms: D002648:Child; D002657:Child Development; D004501:Education, Medical / Q000379:methods*; D004739:England; D005717:Games, Experimental; D006801:Humans; D017145:Models, Educational; D010372:Pediatrics / Q000193:education*; D011588:Psychology, Educational; D016037:Single-Blind Method; D013337:Students, Medical / Q000523:psychology*; D011795:Surveys and Questionnaires; D013663:Teaching / Q000379:methods*