Mind-Boggling Medical History

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'Mind-Boggling Medical History' is a medical history card game created by Dr Sarah Chaney, Dr Sally Frampton and Sarah Punshon. The game is a fun and interactive way of introducing non-academic audiences to ideas from historical and contemporary science and medicine. The card game will be available both in hard copy and as an online resource. Players are challenged to sort medical facts and theories into three categories: Current Model, Disproved and Fictional and can play against one another as both individuals and teams. Simple and entertaining, it invites questions as to the value and purpose of history and introduces participants to new scholarship from the Constructing Scientific Communities (Conscicom) project. This project builds upon a game that has been used as an occasional museum event to create a new educational resource to teach critical thinking and research skills to museum visitors, tertiary health care students and school students. It will also be made accessible to the general public. Accompanying guidance will help teachers and educators use the physical game in classroom sessions, while interested adults and school audiences will use the online game at home and school. The expanded resource will be developed with the help of specialists including museum practitioners and health care educators, and students and teachers will be involved in the testing.The card game will be distributed to nursing lecturers, librarians and museum practitioners. The online resource will be freely available via the high profile citizen science portal Zooniverse (www.zooniverse.org) who are already project partners on Conscicom. The game, and feedback from it, will also help inform learning activities for the Science Museum's new medical galleries, due for completion in 2019. By using the game to experiment with and evaluate public perceptions of medicine, Mind-Boggling Medical History focuses on an important objective of Conscicom: to enhance understanding of public engagement with science since the late Victorian era and to break down divisions between professional science and the public. Furthermore, it promises to be an innovative way of carrying out interdisciplinary work, showing how historical facts and theories can be used to prompt questions about current day understandings of medicine, the need for health practitioners to stay up to date in their field, and the impact changes in medical knowledge can have on patient care.