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It explains that combining disease-focused terminology and key concepts into a game design can increase student interest, classroom engagement, retention of information, and exam performance. The author describes the game’s core elements, including disease cards and structured classroom implementation strategies.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-game-based-approach-to-teaching-concepts-of-infectious-disease-abstract-keywords-introduction-and-procedure/594820/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-game-based-approach-to-teaching-concepts-of-infectious-disease-abstract-keywords-introduction-and-procedure/594820.png","ImageObject",300,407,{"name":92,"@type":93},"Mary Man","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"Why does the document emphasize memorization in Medical Microbiology?","Question",{"text":111,"@type":112},"It notes that the subject area contains many disease-causing organisms and infections, which often requires extensive memorization. This can be difficult for students to manage without improved learning strategies.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"What is the goal of the Survivor-styled game activity?",{"text":116,"@type":112},"The goal is to increase student interest and participation while integrating key course concepts into one interactive activity. It also aims to improve learning outcomes through active engagement.",{"name":118,"@type":109,"acceptedAnswer":119},"How does the weekly quiz and elimination process work?",{"text":120,"@type":112},"Students are divided into three teams, and weekly online quizzes review lessons and earn team points. 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The wealth of information covered in this subject area often demands much memorization that can be difficult to handle. By integrating key concepts and terminology of this subject into a disease-based game concept, student interest and engagement in class as well as retention of information and performance on exams can be greatly improved, however. Here, I will introduce the elements of this game-based activity and several suggestions of how it can be integrated into the classroom to foster active learning as well as greater interaction and communication among students.  \nKey words: active learning, game, Medical Microbiology, disease, pathogen  \nIntroduction  \nIn more than 20 years of teaching Microbiology and related subjects, one of the areas that always catches my students’ attention and interest is the nature and cause of infectious diseases. Every student has, of course, experienced sickness and most have a natural curiosity about the causes of their illnesses. Moreover, frequent headline news reports of significant disease outbreaks such as the recent Ebola crisis in West Africa, cholera epidemics in natural disaster areas, or cruise ship norovirus outbreaks generate much interest in students, and enrolment in my Medical Microbiology course is always good. Students are very interested in what causes disease, how symptoms develop, how diseases can be identified and treated. By searching the scientific literature and cataloguing the different microbial species responsible for disease in humans, researchers in the UK listed >1,400 different species (Taylor et al., 2001)– a huge number were one to try to cover each one in the course of one semester! Yet even the more modest amount of material in an undergraduate course includes roughly 250 different pathogenic species and infections. Various approaches have been used, such as by organ systems affected, symptoms, or by pathogen group – often called the “bug parade”(Murray et al., 2016) . The latter approach is very relevant in clinical diagnostics, as isolation and identification of particular pathogens often precedes diagnosis and treatment of an infection. Regardless of approach, students are left to memorize or integrate large amounts of material.  \nThe authors of my favorite text for this course (Murray, Rosenthal and Pfaller) provide helpful suggestions for mastering such information, including the frequent cross-referencing of information and sub-categorizing into more easily remembered groups, such as arthropod-borne or sexually transmitted diseases, exotoxin-mediated infections, hemorrhagic diseases, and zoonotic (animal-harbored) diseases. Understanding such  \ngroupings and remembering associated diseases does indeed increase retention of this information and improves understanding of mechanisms, and I have used various strategies to incorporate this into my teaching (review sheets, summary charts, diagrams, cross-linked web pages) . But the most notable improvement in student performance and learning occurred with the (gradual) implementation of the“Survivor”-styled game activity in the course over the past 8 years. The goal of this game activity was to increase student interest and participation in class as well as to provide a novel way to integrate key course concepts in one activity. At the core of this activity is a set of disease cards (Fig. 1) which integrate key information about each infectious disease in easily identifiable pictograms and key words.  \nProcedure  \nHere, I will describe the methods through which I integrated the Survivor game activity in my course, with suggestions on variations to this activity. I will also introd","cbCaichp8e9lcH2s","https://ap.wps.com/l/cbCaichp8e9lcH2s","pdf",598996,"English","# Introduction\n## Student engagement and challenges in memorization\n## Disease-based organization and the “bug parade”\n# Procedure\n## Team formation and roles\n## Weekly quizzes, elimination rounds, and immunity\n## Final survivor-style game\n## Adjustments for class size","[{\"question\":\"Why does the document emphasize memorization in Medical Microbiology?\",\"answer\":\"It notes that the subject area contains many disease-causing organisms and infections, which often requires extensive memorization. This can be difficult for students to manage without improved learning strategies.\"},{\"question\":\"What is the goal of the Survivor-styled game activity?\",\"answer\":\"The goal is to increase student interest and participation while integrating key course concepts into one interactive activity. It also aims to improve learning outcomes through active engagement.\"},{\"question\":\"How does the weekly quiz and elimination process work?\",\"answer\":\"Students are divided into three teams, and weekly online quizzes review lessons and earn team points. After each quiz, averages are calculated: the top team gains immunity while other teams eliminate members; the process continues with adjustments until a final competition.\"}]","A Game-based Approach to Teaching Concepts of Infectious Disease - Abstract, Keywords, Introduction, and Procedure | PDF",18]