GAMING IN
PHARMACY EDUCATION
Game Shows
Benjamin Chavez, Pharm.D., BCPP
Assistant Professor
University of Hawaii - Hilo, College of Pharmacy
Online Pharmacy Trivia Game
Michael E. Klepser, Pharm.D., FCCP
Professor of Pharmacy
Ferris State University College of Pharmacy
Second Life
Teresa M. Seefeldt, Pharm.D., Ph.D.
Assistant Professor of Pharmaceutical Sciences
College of Pharmacy
South Dakota State University
Game Shows
Benjamin Chavez, Pharm.D., BCPP
Assistant Professor
University of Hawaii - Hilo, College of
Pharmacy
Objectives
- Describe the implementation of three different game
shows in the pharmacy classroom: Family Feud,
$100,000 Pyramid, and The Price is Right.
- Provide participants with the tools and confidence to
incorporate interactive game show activities into the
classroom.
Family Feud aka
Pharmacy Feud
Basic Premise
- Faculty are surveyed to get the “top” answers to
clinical questions
- Results are compiled and presented in “Family
Feud” format
What do you need?
- Powerpoint template or a blackboard
- Faculty to survey (optional)
Pharmacy Feud
What type of setting?
- Works better in small groups
- Ideally 10-15 per room (broken down into two
groups or “families”)
- Good for reviewing material across different
topics
Powerpoint template is available at:
https://sites.google.com/site/rxgameshows
Pharmacy Feud
How do you prepare?
- Survey faculty to collect your top responses
- Another option is to simply put together the
answers yourselves
- Put together a master sheet with all the questions
and answers
- Get multiple facilitators; it helps to break up a large
class into small rooms
Pharmacy Feud
How do you play?
- Split the room into two groups
- One person from each group comes to the front to
answer the question
- Person who answers the highest ranked response
gets to choose to “play or pass” for their group
- The group can attempt to guess all the answers
until they get 3 incorrect answers
- Other group then gets a chance to steal
- Repeat process
- Can also do a “Final Showdown”
Category / Topic / Question
Move yellow box to reveal
Answer Text box. Type in
desired response and
reposition yellow box to hide
answer.
Click on the Number to
reveal correct
responses
Answer 1
1
2
Answer 2
3
Answer
3
Click the Red button for
4
Answer 4
incorrect answers to reveal the
Big Red X.
Answer 5
5
Answer 6
6
List up to 8 of the most
common responses or
answers. Extra boxes
can be deleted.
The Green Button removes
the Red X so game play can
continue
Answer 7
7
Answer 8
8
Example: Common OTC
treatments for Heart Burn
Bismith
5
1Calcium Carbonate
2
Famotidine
Milk of Mag
6
3
Ranitidine
Simethacone
7
4
Omeprazole
Answer 8
8
$100,000 Pyramid
Basic Premise
- One player gets another player to guess a oneword or one-phrase answer by giving them clues
What do you need?
- Powerpoint template
- Available at sites.google.com/site/rxgameshows
$100,000 Pyramid
What type of setting?
- Can work in small or large group setting
- However, only two students are actively
participating at once
- Good for overall reviews or to cover a specific
topic
How do you prepare?
- Requires minimal preparation
- Just need to put some thought into the content
$100,000 Pyramid
How do you play?
- Two students sit facing each other
- One student faces the screen with the game on it,
while the other student has their back to it
- The student facing the gameboard attempts to
have the other student guess the word or phrase
1) Drag the
rectangle to
separate the layers
of each response
How to Create
your own game!
2) Double click the
text to edit answer
using Word Art
3) Reposition the
rectangles on top of each
other. Use the “order”
function to keep the
triangle “to the front” while
the $ Amount is ordered to
the back.
4) Repeat the process for each response.
5) Use the Slide Navigator on the left to Copy and Paste the
entire slide keeping the same format and animations.
6) Update the response of new slide as already described.
How to Play!
1) Click the pyramid to
reveal the response
word
2) Click again to review
awarded $amount
3) Reset the board by
advancing to the next
slide using either
keyboard or by
clicking on navigation
buttons below.
Price is Right
Basic Premise
- Students participate in activities mimicking the
television show
What do you need?
- This requires a bit more creativity and time
- May have to buy some props (ie. soda cans,
putt-putt, prizes)
- It helps to have some 4th year students or
residents helping out
Price is Right
What type of setting?
- Large classroom setting
- We used for the insomnia/daytime sedation
lecture
How do you prepare?
- Need time to think out each activity and decide
what props you need
Price is Right
How do you play?
- See video examples at:
http://sites.google.com/site/rxgameshows/
- Pick 4 students at random
- Ask the 4 students a question with a numerical
answer, such as “What percentage of patients
suffer from chronic insomnia?”
- Winner gets to play one of “activities”
- Play activity
- Repeat again with as many activities as you like
- Final Showcase can be a fun activity at the end
Price is Right
Game 1: Arranging drinks in order from caffeine
Game 2: Answer questions for a chance to putt-putt
Game 3: Answer questions about images
Game 4: Answer questions for chance to play Plinko
Acknowledgements
- Eric Gilliam, PharmD, BCPS, Queen’s Medical Center
- Rolee Pathak, PharmD, BCPS, Rutgers, The State
University of New Jersey
- Lucio Volino, PharmD, Rutgers, The State University of
New Jersey
Questions
benjamin.chavez@hawaii.edu
Online Pharmacy
Trivia Game
Michael E. Klepser, Pharm.D., FCCP
Professor of Pharmacy
Ferris State University College of
Pharmacy
Use of a Flash-based Trivia
Game in Pharmacy Student
Education
Michael E. Klepser, PharmD, FCCP
Professor
Ferris State University
College of Pharmacy
Learning Objectives
At the end of this presentation you will be
able to:
– Summarize the role of a pharmacy trivia
game in education.
– Describe the components of Pharmaceum
program.
– Construct a trivia game suited to your
educational needs.
Game Background
• Teaching factual information is tedious.
• Students lose interest during lecture.
– Efficient use of time?
• Most students learn facts outside of
class.
• Wanted to develop a fun tool to help
student study.
Game Background
• Personal experience with games in
education has been positive.
– Stumpers
– Trivia board game
Look at
poster for
30 sec.
Start
Look at
poster for
30 sec.
Go back
3 spaces
“Tell me and I'll
forget; show me
and I may
remember;
involve me and
I'll understand.”
Look at
poster for
30 sec.
Go back
to start
Rapid Fire
Look at
poster for
30 sec.
Lloyd Alexander
Chinese
Proverb
Look at
poster for
30 sec.
Rapid Fire
Look at
poster for
30 sec.
Rapid Fire
Go back
4 spaces
“I never teach my
pupils; I only
attempt to provide
the conditions in
which they can
learn.”
Albert Einstein
Rapid Fire
Look at
poster for
30 sec.
“We learn more
by looking for the
answer to a
question and not
finding it than we
do from learning
the answer
itself.”
Go back
6 spaces
End
Rapid Fire
“Let us rise up and be
thankful, for if we didn't
learn a lot today, at least
we learned a little, and if
we didn't learn a little, at
least we didn't get sick,
and if we got sick, at
least we didn't die; so,
let us all be thankful.”
Buddha
Game Background
• Wanted expand on the board game
concept and create a tool that allowed
students to study a broad range of topics
at their own pace.
• Desired the capability to compete against
other students in fun non-threatening
way.
Game Background
• Partnered with the College of Digital
Animation and Game Design at Ferris
State University to develop a video game
study tool.
Game Background
• Challenges
– Selecting a platform for the game.
– Determining how the game would be
delivered.
– Articulating my vision to the programmer.
– Designing a game that could be easily
updated by a non-programmer.
– Identifying my desired educational outcomes.
– Developing a game that was fun to play.
Data Entry
Current Status of the Game
• Beta version is complete.
– Still has lots of bugs.
– Students love the game.
• Deciding if I want to pay for the game to be
completed by the original programmer or
explore a new platform with another
programmer.
– Elance
– Local game developers
Future Directions
• Look for funding to develop games
focused on healthcare education.
• Consider platform changes to improve
accessibility.
– Mobile devices
• Look for a collaborator
– klepserm@ferris.edu
– (269) 337-6480
Questions
Second Life
Teresa M. Seefeldt, Pharm.D., Ph.D.
Assistant Professor of Pharmaceutical
Sciences
College of Pharmacy
South Dakota State University
Virtual Worlds and
Interprofessional Education
Teresa Seefeldt, Pharm.D., Ph.D.
South Dakota State University
College of Pharmacy
Objectives
• Define virtual world and identify
potential uses of virtual worlds in higher
education
• Discuss the use of the virtual world
Second Life to facilitate
interprofessional case discussions for
health professions students
Virtual Worlds
• Simulated environment and online
community
• Multiuser
• Use avatars to represent the users
• Communication via voice or text
Virtual Worlds
• Examples
– Second Life (secondlife.com)
– Active Worlds (www.activeworlds.com)
– There (www.there.com)
Virtual Worlds
• Use in higher education
– Distance education
– Educational simulations
Second Life
Online virtual world launched in 2003
Basic accounts are free
Residents are represented by avatars
Several methods for communication
(voice, chat, instant messaging)
Advantages of Second Life
•
•
•
•
Convenience and flexibility
Interactive nature
Multiple ways of communicating
Simulated environment
Challenges
• Technical Issues
– Audio
– Issues with Second Life viewer
– Problems with avatar
– Graphics intensive program
– Most students had not used Second Life
previously
• Lack of nonverbal communication
• Cost
• Control over island
• Public nature of Second Life
Acknowledgements
• Jane Mort, Pharm.D., Karly Hegge, Pharm.D.,
and Scout Forbes, Pharm.D.
• University of South Dakota
–
–
–
–
–
–
–
Brian Kaatz, Pharm.D.
Barbara Brockevelt, Ph.D., Occupational Therapy
Becca Jordre, DPT, Physical Therapy
Lana Svien, Ph.D., Physical Therapy
Wade Nilson, MS, Physician Assistant Program
Jarod Giger, Ph.D., Social Work
Michael Lawler, Ph.D., Social Work
• Funding provided by an SDSU AL Cloud Grant
and District V NABP/AACP
Questions
SURVEY LINK:
HTTP://BIT.LY/TIPEL_SIG_EVAL
Next Webinar
Copyright and Intellectual Property – April/May 2012