“The Synaptic Board Game” Improves Health Sciences Students’ Learning on Synaptic Transmission

Abstract

Background Synaptic Transmission (ST) is a content of Physiology courses in which students frequently experience learning difficulties. Intervention Here, we evaluated the impact of using The Synaptic Board Game (SBG), an educational game created to assist in ST teaching-learning, on students’ knowledge. Methods Sixty-eight students were divided into control (CT) and synaptic board game groups (GG); CT attended one theoretical class (TC) about ST, and GG experienced 1 h of class using the SBG in addition to the same TC. Before and immediately after the intervention, students completed tests about ST. Overall scores and performance in specific questions (general synaptic transmission, electrical, and chemical synapse) were assessed. Results GG scored higher in the immediate post-test compared to the pre-test. In addition, GG showed higher overall scores than CT in the immediate post-test. Both groups scored lower in the post-test in general synaptic transmission questions, but GG performed better than CT. Discussion SBG improves knowledge after practice and seems to help students understand better the differences between electrical and chemical synapses. Limitations and Suggestions (i) the immediate post-test could be applied at the same time for both groups; (ii) future quiz apps developed to be applied in class could collect the data regarding the answers to each question from students while they play the game; (iii) a late post-test could be applied simultaneously with students from both groups without previous communication. Conclusion The results indicate that SBG is an effective teaching material to reinforce ST learning and avoid misunderstandings between electrical and chemical synapses.