Learning Enhancement and Development
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Learning Enhancement and Development

Session 1A

Games with aims

Gill Harrison - City, University of London, School of Health Sciences, Midwifery and Radiography

Allison Harris - City, University of London, School of Health Sciences, Midwifery and Radiography

The workshop will share ideas for simple games and simulation used within the ultrasound programme, to allow dissemination and sharing of ideas.

Within the medical ultrasound programme, we have a “flipped” classroom approach to teaching and learning (Harrison and Harris, 2014). Students work through on-line lectures at home, prior to face to face interactive sessions at City. In addition to using case based scenarios within the face to face lectures we have introduced various simulations and games including bingo, crosswords, card games, Monopoly and pass the parcel (at Christmas).

The use of games and simulation help to make learning fun, interactive and develop students’ communication, team working and critical thinking skills, which are essential for their level of practice after completion. Games and interactive learning can help to consolidate knowledge and provide mechanisms for evaluating understanding and application. Literature has suggested that the use of games can improve motivation for learning, because it is fun.  Games also increase problem solving skills (Sung et al, 2015), help to develop critical thinking and reasoning, provide real time feedback and allow active and collaborative learning (Boctor, 2013). Baid and Lamber (2010) recognise that games can be utilised to meet learning outcomes, engage learners and provide a deeper learning experience. New ideas for interactive sessions are being tried out and reviewed. Clinical practice is always evolving and students are hopefully prepared for their role in the changing environment, by having developed their skills during the course.

Key issues to be addressed include

  • How games are used within the ultrasound programme
  • Consider ways that games could be used within other programmes
  • Participants can try out one or two games to see if they might be of value to their student cohorts


Baird, H. and Lambert, N. (2010) Enjoyable learning: The role of humour, games, and fun activities in nursing and midwifery education. Nurse Education Today, 30 (6), pp 548–552.

Boctor, L. (2013) Active-learning strategies: the use of a game to reinforce learning in nursing education. A case study. Nurse Education in Practice, 13 (2), pp. 96–100.

Harrison, G.and Harris, A. (2014) Postgraduate Medical Ultrasound Programme: Have we Flipped? Learning at City Journal, 4(2), pp. 25-38.

Sung, H., Hwang, G. and Yen, Y. (2015) Development of a contextual decision-making game for improving students' learning performance in a health education course, Computers and Education. 82, pp. 179 – 190.