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A study done by Hsieh Ching-Hsing in Taiwan 2014, used team based bingo to determine student learning outcome on medical terminology. A sample size of 121 baccalaureate nursing students were divided into two classes with 56 students in one class and 65 students in the other. Students then form groups of 3 or 4 people and were given a preview of the teaching material prior to the game. Each group answered 25 questions on medical terminology among themselves and were randomly selected by the facilitator to answer each bingo question. Chosen answers were not to be revised once it was written in the numbered squares.The result showed that students answered 23 of the 25 questions correctly which indicates an increased knowledge of medical terminology among students. Students gave the class a 4.8 out of 5 for class satisfaction. Students had positive, and reported feeling motivated to memorize the material, they reported it being fun and they enjoyed interacting with each other with the use of the bingo game. They enjoyed the competition which also motivated them to learn (Ching-Hsing, 2016).

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Bingo can be used in nursing education as a active learning strategy to get students engaged with the material.
This resource stimulates reflection, improves problem solving skills, knowledge building, information retention, inquiry  and critical thinking skills (Piper, 2016).

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https://bingobaker.com/

Bingo Template:

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Bingo gaming as a learning resource can be created using an excel spreadsheet for manual cards which requires basic technology skill level, or the teacher could use a bingo card generator to create a bingo game. Other method is to create a custom bingo game online for students to access on their devices or accessing it on blackboard. YouTube also contains a vast amount of guidelines on creating the game.

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1. Ching-Hsing, H. (2016). Bingo! Team- based game in english medical terminology for baccalaureate nursing students. International Archives of nursing and Health Care, 2(2), 1-2.
2. Phillips, J. M. (2016). Strategies to promote student engagement and active learning. In D. M. Billings & J. A. Halstead, Teaching in Nursing: A guide for faculty (5th ed.). St. Louis, MO: Elsevier.
2. Piper, K. (2016). Active learning: what do we know about it? Australian Nursing and Midwifery Journal, 24(3), 35-35.

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-Learner may feel exposed if unsure of answer.
-May be time consuming,and costly to develop or purchased.
-May be difficult to evaluate level of learning with multiple learners involved.
-Guidelines must be set by faculty so the game remains educational (Phillips, 2016).

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-Increased motivation to learn.
-Encourages active learning, critical thinking and team learning.
-Encourages peer interaction and interpersonal relationships and enhance student centered learning.
- Provides immediate feedback.
-Improves attitude toward learning
-An effective teaching tool for large groups.
-Great for practicing course material.
-Helps with achieving better learning outcome (Ching-Hsing, 2016).

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Gestational bingo is an active learning teaching strategy. It is used by faculty to teach and also by nursing students. Practicing nurses may use bingo as a way to stay current with their area of specialization (Piper, 2016).

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Bingo game allows student interaction in course material, it encourages active learning, encourages critical thinking skills, allows an understanding of the learning process, solidifies recognition of the gestational process and also allows for a better understanding of the process (Ching-Hsing, 2016).