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Medical Jargon: A Game-Based Anatomy and Physiology Review for High School Students in a Summer Pathway Program

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Title: Medical Jargon: A Game-Based Anatomy and Physiology Review for High School Students in a Summer Pathway Program
Language: English
Authors: Andrew Bloh, Juan Riesta, Adedayo Adepoju, Maria Soto-Greene, Jeremy J. Grachan (ORCID 0000-0002-2090-407X)
Source: Anatomical Sciences Education. 2026 19(6):943-949.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 7
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: Game Based Learning, High School Students, Anatomy, Physiology, Science Instruction, Medical Education, Summer Programs, Instructional Effectiveness, Jargon
Geographic Terms: New Jersey
DOI: 10.1002/ase.70132
ISSN: 1935-9772
1935-9780
Abstract: Active learning strategies, particularly game-based learning (GBL), have been shown to enhance student engagement and knowledge acquisition across various educational contexts. This study investigates the impact of a GBL activity, "Medical Jargon," for high school students learning anatomy and physiology while participating in the 2024 Summer Youth Scholars Program (SYSP) at Rutgers New Jersey Medical School. Thirty students attended a nine-part lecture series covering anatomy and physiology topics over 4 weeks in June and July 2024. The program concluded with "Medical Jargon," a game modeled after the game show "Password," designed to reinforce key concepts. Knowledge assessments (scored out of 100%) were administered at three time points: pre-course, pre-game, and post-game. Surveys were used to evaluate students' confidence, interest, and perceptions of GBL using a 5-point Likert scale. A one-way repeated-measures ANOVA showed a significant increase in assessment scores (n = 24) from pre-course (M = 51.04, SD = 12.77) to pre-game (M = 66.67, SD = 15.44, p = 0.001) and from pre-course to post-game (M = 74.17, SD = 20.25, p < 0.001). No significant improvement was observed between the pre-game and post-game assessments (p = 0.219). Surveys (n = 26) revealed a significant increase in confidence in anatomy and physiology knowledge from the pre-course (M = 2.5, SD = 0.76) to the post-course survey (M = 3.19, SD = 0.90). These findings suggest that while lecture-based instruction is effective for knowledge acquisition, GBL activities like "Medical Jargon" can enhance confidence and reinforce learning. Future research should examine the long-term impact of GBL on retention and its potential to sustain interest in healthcare careers among youth learners.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1507750
Database: ERIC
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  Data: Medical Jargon: A Game-Based Anatomy and Physiology Review for High School Students in a Summer Pathway Program
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  Data: Wiley. Available from: John Wiley &amp; Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 10.1002/ase.70132
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  Data: Active learning strategies, particularly game-based learning (GBL), have been shown to enhance student engagement and knowledge acquisition across various educational contexts. This study investigates the impact of a GBL activity, &quot;Medical Jargon,&quot; for high school students learning anatomy and physiology while participating in the 2024 Summer Youth Scholars Program (SYSP) at Rutgers New Jersey Medical School. Thirty students attended a nine-part lecture series covering anatomy and physiology topics over 4 weeks in June and July 2024. The program concluded with &quot;Medical Jargon,&quot; a game modeled after the game show &quot;Password,&quot; designed to reinforce key concepts. Knowledge assessments (scored out of 100%) were administered at three time points: pre-course, pre-game, and post-game. Surveys were used to evaluate students&#39; confidence, interest, and perceptions of GBL using a 5-point Likert scale. A one-way repeated-measures ANOVA showed a significant increase in assessment scores (n = 24) from pre-course (M = 51.04, SD = 12.77) to pre-game (M = 66.67, SD = 15.44, p = 0.001) and from pre-course to post-game (M = 74.17, SD = 20.25, p &lt; 0.001). No significant improvement was observed between the pre-game and post-game assessments (p = 0.219). Surveys (n = 26) revealed a significant increase in confidence in anatomy and physiology knowledge from the pre-course (M = 2.5, SD = 0.76) to the post-course survey (M = 3.19, SD = 0.90). These findings suggest that while lecture-based instruction is effective for knowledge acquisition, GBL activities like &quot;Medical Jargon&quot; can enhance confidence and reinforce learning. Future research should examine the long-term impact of GBL on retention and its potential to sustain interest in healthcare careers among youth learners.
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        Value: 10.1002/ase.70132
    Languages:
      – Text: English
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        PageCount: 7
        StartPage: 943
    Subjects:
      – SubjectFull: Game Based Learning
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Anatomy
        Type: general
      – SubjectFull: Physiology
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      – SubjectFull: Science Instruction
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      – SubjectFull: Summer Programs
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      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: Jargon
        Type: general
      – SubjectFull: New Jersey
        Type: general
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