Students will design, test, revise, and exhibit a 20-minute medical terminology review game that helps beginning learners use prefixes and suffixes to determine the meanings of unfamiliar terms before an exam. Through daily mini-lessons, peer critique, and repeated gameplay, they will build content expertise with required word-part categories, strengthen communication and collaboration, and practice critical thinking by creating clear questions, directions, definitions, and answer keys. The work serves an authentic audience of classmates and future medical terminology students, making the product useful beyond the project itself.

Students will determine and explain the meanings of unfamiliar medical terms by analyzing prefixes, suffixes, and definitions across all required categories, using a course-provided word-part list as a reference. They will design, test, revise, and present a 20-minute review game with at least 48 accurate questions, clear directions for play, and an answer key that helps other beginning medical terminology students prepare for an exam. Students will communicate clearly with peers, use feedback from daily playtesting to improve accuracy and usability, and reflect on how recognizing word-part patterns reduces memorization and supports precise healthcare communication.

Students will create a team-designed, 20-minute medical terminology review game that includes clear directions for play, at least 48 questions, an answer key, and balanced coverage of all required prefix, suffix, and definition categories. Throughout the project, they will also produce question banks, prototype game boards or cards, category labels, and short peer-feedback revision notes based on daily playtesting. By the end, each group will have a polished, playable game set for classmates to rotate through and a final version suitable for future medical terminology students preparing for exams.

Open with a fast “medical mystery” challenge: show 8–10 unfamiliar medical terms built from the target prefixes and suffixes, and have teams use a class word-part reference from the text to predict meanings and explain their thinking. Follow with a brief mini-lesson that introduces the category system they will use in their game, then let students test one sample review game question set and discuss what makes a game clear, accurate, and engaging for future medical terminology students. End by introducing the design challenge: create a 20-minute playable exam review game with at least 48 questions, directions, definitions, and an answer key that classmates will rotate through, critique, and help improve across the week.

Host a rotating “Medical Terminology Review Arcade” where each group teaches and runs its 20-minute game for classmates and invited future medical terminology students. Set up a feedback tracker at each station so players rate clarity, accuracy, challenge level, and how well the game helped them use prefixes and suffixes to figure out unfamiliar terms. End with a brief showcase where groups share one strong design choice, one revision they made from peer critique, and one pattern about word parts that reduces memorization. If possible, save or post the final game materials and answer keys for future classes to use as exam review tools.