USING GAMES AS A LEARNING METHOD IN MULTIPROFESSIONAL HEALTH RESIDENCY

REPORT OF EXPERIENCE

Abstract

Introduction: The active learning methodologies provide the necessary protagonism that students need for autonomy and the construction of their own knowledge. Among the various activities in active learning methodologies that can be developed, there is the possibility of applying games in the educational scenario. Games stimulate creativity, participation, and interaction in the teaching-learning process. They have been gaining importance in the work of teachers, tutors, and preceptors in undergraduate and postgraduate courses, in different areas. Objective: To report the experience of applying the game entitled “Who wants to be a millionaire?”, its development was based on the ADDIE model (Analyze, Design, Develop, Implement and Evaluate) model. Experience report: The game had the participation of 20 first-year professional residents of a Multidisciplinary Residency Program in Emergency/Trauma and had 20 questions, which contained four alternative answers, and only one was correct. In addition to, the game had three assistances, which corresponded to a phone call or WhatsApp call, and half-and-half and help from the audience. They were encouraged to used the support so that other residents could also participate throughout the activity. At the end, an evaluation questionnaire was applied based on the Model for the Evaluation of Educational Games (MEEGA), as it is a model developed specifically for evaluating educational games, providing a space for feedback from residents. Conclusion: The game applied contributed to the residents' knowledge and had several positive aspects such as better understanding of the content, active participation, ease of understanding, greater interaction between professional residents. The findings of this article encourage the adoption of games in the practices of active teaching methodologies in health education process.