Board game improves the learning process in small-animal diagnostic imaging.

Conventional methods, based on lectures, are still the most common teaching methods used in college today. However, studies have reported that traditional classes diminish students’ learning capability (1). On the other hand, interaction between students enhances the acquisition of knowledge (12). Active strategies, which require the student to assume an active role during the learning process (7), offer a better understanding of the content in the classroom and, therefore, provide a deep and lasting learning experience (4). Difficult concepts and technical terms often encountered in physiological education require the use of different teaching strategies to fill the gaps left during the learning process (2). The basis of the learning process involves elemental knowledge and comprehension of contents (4, 13). These basic elements are often missed when the students memorize contents without understanding their meaning (9). Teaching and learning in Diagnostic Imaging classes may be considered challenging due to the complexity of the terms and the interpretation of the images. Therefore, the use of active methodologies is an important alternative for Diagnostic Imaging teaching, allowing the acquisition of several abilities and motivating the students to participate spontaneously (11). The use of games and simulators represents effective strategies to engage student attention and attain the educational goals of the classes. According to the literature, interactive activities stimulate creativity, communication, problem solving, and analytic abilities (3, 14). Active methodologies may benefit not only students, but also educators, since they contribute to the development of personal and professional capacities. The use of didactic games associated with the teacher-student approach has been reported to enhance student motivation and their capability to deal with everyday situations, since it brings real problems to the classroom (2, 12). This study presents a didactic game developed with veterinary graduate students during the elective “Topics in Diagnostic Imaging of Dogs and Cats” class. These students had previously taken the mandatory Imaging Diagnostic class and, therefore, had some basic knowledge about the subject matter. The elective class aims to review and consolidate the diagnostic imaging concepts, enhancing the learning process with a more dynamic approach that is different from the conventional methods used in the former, mandatory class. Another feature of this elective class is that it is composed of a smaller number of students (n 24) compared with the mandatory class (n 60), providing for a closer teacher-student interaction. This proposed interactive activity is directly related to the objectives of the elective class because it offers a dynamic way for students to revise the concepts by answering questions with different levels of complexity. The game aimed to encourage study in the groups and stimulate the imagination, reasoning, memory, attention, interest, and understanding, thus improving assimilation of the study content. Additionally, the present study investigated the acceptance, applicability, and usefulness of the game. Each student answered a survey individually, and the answers were analyzed through questionnaires, using the visual analog scale (VAS) system. Therefore, we propose that this board game is a valuable tool to enhance the learning process for diagnostic imaging.