Jeopardy!: an innovative approach to teach psychosocial aspects of pediatrics

Abstract

Objective: Medical educators have used Jeopardy! game to teach medical knowledge. None has reported using it to teach psychosocial aspects of medicine.

Methods: As part of a cross-cultural communication curriculum for residents in an urban, medically underserved area, we piloted "Bronx Jeopardy!to teach psychosocial aspects of the surrounding community. We applied the same rules used in the popular game show. Participants were asked to complete a survey to rate the content and format of the training.

Results: Thirty-four residents participated; 30 (88%) completed the survey. Most reported that the information was new. Almost all reported increased understanding of community diversity, desire to learn more about it, and raised awareness of its challenges and resources. All believed that the session helped dispel negative stereotypes. Regarding format, all participants reported that it built collegiality, stimulated interest, was a fun and effective way to learn, and helped retain information.

Conclusion: Bronx Jeopardy! was a fun and effective way to learn about psychosocial aspects of pediatrics.

Practice implications: Using a gaming format, Bronx Jeopardy! demonstrated an application of Adult Learning Theory. With an expanding questions bank, the tool can be adapted for teaching this topic in other residency programs.