Abstract
OBJECTIVE: To develop classroom games as alternatives to traditional pharmacokinetic instruction. DESIGN: three classroom games were created for the following purposes: simple semester review, application of pharmacokinetics in a community-pharmacy setting, and development of critical thinking skills and concept application. All the games incorporated some degree of group activity. ASSESSMENT: A survey was conducted of students' attitudes towards the incorporation of games into the classroom. A comparison of final examination scores to scores from the previous year was used to determine whether incorporating games hindered learning. CONCLUSIONS: Overall, students found the games enjoyable, but some students questioned how much they learned. Although the games appeared to have a positive impact on grades and incorporated more than just factual, book knowledge (eg, critical thinking skills), determining how these games improved learning will require further assessment.