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Htwe TT, Sabaridah I, Rajyaguru KM, Mazidah AM
Correspondence: Dr Than Than Htwe, email@example.com
Introduction In line with the trend to engage students in active learning, it is imperative to introduce new strategies that make learning more interesting, especially in undergraduate curricula. This study aimed to determine students’ performance and perception in pathology crosswords as an active way of learning and to assess their ability to memorise difficult terms in pathology.
Methods A crossword competition in pathology was conducted for two batches (year 2009 and 2010) of Phase 2 medical students in Malaysia. Crossword puzzles were prepared using an online application. Two sets of puzzles were prepared, with 20 questions for the assessment of general pathology and 20 for systemic pathology. The purpose was to compare the students’ recent and remote memorising abilities, as general pathology was taught a year before proceeding to systemic pathology teaching. There were 12 groups per batch, with 8–10 students in a group. Survey questionnaires were used to assess the students’ perception of the competition. Descriptive analysis was performed for comparison of performance.
Results The mean score of correctly answered questions in general pathology was 12.75 and 11.50 in batch 2009 and 2010, respectively. The mean score for systemic pathology was 14.50 in 2009 and 13.83 in 2010. Students in the 2009 batch performed better, but this was not statistically significant (p-value > 0.05). A positive response was observed from
Conclusion Applying crossword puzzles as a new strategy is a useful and easy way for undergraduate medical students to learn pathology.
Keywords: crosswords, learning pathology, undergraduate medical education
Singapore Med J 2012; 53(2): 121–123