Resumo

IZU-BELLOSO, Rosa M. Gamification in Dermatology teaching. FEM (Ed. impresa) [online]. 2021, vol.24, n.1, pp.54-58.  Epub 31-Maio-2021. ISSN 2014-9840.

Almost all of us, as university professors, abuse the presentation-based master classes with 'PowerPoint' employing all class time, exclusively in the transmission of the information to be memory- learned. For a growing part of the students the theory class is a sleepy experience, boring and passive. Gamification or 'Game Based Learning' can boost motivation and learning by combining dynamics with tailored content and interactive technology with results and feedback in real time. They have the ability to create a playful and attractive format, promote active participation, debate and reflection in the classroom, promote relationships between attendees and improve the retention of key messages or knowledge that you want to transmit. For 2 years, in the Basurto teaching unit of the Faculty of Medicine and Nursing of the University of the Basque Country (UPV) we have used 2 tools to 'gamify' our teaching in the subject of Dermatology in the 4th year of Medicine: Socrative® and Trivinet®.

Palavras-chave : Dermatology; Gamification; Teaching; University.

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