Practice of Oral Case Presentations (OCPs) Teaching Method Utilizing a Playful Learning Approach
10.11307/mededjapan.52.1_19
- VernacularTitle:プレイフルラーニングの手法を活用したOral Case Presentations (OCPs) 教育の実践
- Author:
Hisashi NISHISAKO
1
;
Masanori HIROSE
2
;
Tomoya TSUCHIYA
1
;
Kenya IE
2
;
Chiaki OKUSE
1
;
Takahide MATSUDA
1
Author Information
1. Division of General Internal Medicine, Department of Internal Medicine, St. Marianna University School of Medicine
2. General Medicine Center, Kawasaki Tama Municipal Hospital
- Keywords:
oral case presentations (OCPs);
presentation;
playful learning;
active learning
- From:Medical Education
2021;52(1):19-29
- CountryJapan
- Language:Japanese
-
Abstract:
Many papers on medical education emphasize the idea that obtaining structure through the practice of Oral Case Presentations (OCPs) is essential and efficient to brush up presentation skills. However, psychological resistance to giving a public presentation is an obstacle in learning OCPs. The aim of this survey is to evaluate the educational effect of our teaching method using a playful learning approach for presentation. This study was conducted by using an anonymous self-administered questionnaire for medical students during their clinical clerkship. One hundred twenty eight students participated in this survey. Didactics and small group discussions took place during the first week of clerkship, and participants were asked to give presentations about their original theme during the second week. Questionnaires were distributed before and after the end of each session. The results showed that psychological resistance to presentations decreased, positive feelings increased, and students became more aware of the purpose, place, and subject of their presentations. Each parameter statistically improved at each phase. A playful learning approach is effective in teaching presentations, including OCPs.
