Report on a special investigation of the University of Northern Iowa, College of Education – Curriculum and Instruction Department for the period January 1, 2012 through October 31, 2014

Report on a special investigation of the University of Northern Iowa, College of Education – Curriculum and Instruction Department for the period January 1, 2012 through October 31, 2014

Special investigation of the City of Casey for the period July 1, 2008 through October 31, 2014

Special investigation of the City of Casey for the period July 1, 2008 through October 31, 2014

Report on a special investigation of the City of Dunkerton Police Department for the period January 1, 2013 through August 31, 2014

Report on a special investigation of the City of Dunkerton Police Department for the period January 1, 2013 through August 31, 2014

Report on a special investigation of the City of Neola for the period January 1, 2009 through December 31, 2013

Report on a special investigation of the City of Neola for the period January 1, 2009 through December 31, 2013

Special investigation of the City of Defiance for the period March 12, 2013 through April 30, 2015

Special investigation of the City of Defiance for the period March 12, 2013 through April 30, 2015

Report on a special investigation of the Nutrition Department of the Northeast Hamilton Community School District for the period August 1, 2013 through June 4, 2014

Report on a special investigation of the Nutrition Department of the Northeast Hamilton Community School District for the period August 1, 2013 through June 4, 2014

Report on a special investigation of the City of Hornick for the period July 1, 2003 through June 30, 2014

Report on a special investigation of the City of Hornick for the period July 1, 2003 through June 30, 2014

Report on a special investigation of the City of Garwin Ambulance Service for the period July 1, 2010 through March 31, 2015

Report on a special investigation of the City of Garwin Ambulance Service for the period July 1, 2010 through March 31, 2015

Report on a special investigation of certain bank accounts held by the City of Davenport Fire Department for the period January 1, 2009 through October 22, 2014

Report on a special investigation of certain bank accounts held by the City of Davenport Fire Department for the period January 1, 2009 through October 22, 2014

Report on a special investigation of the Clinton High School Band Boosters for the period August 1, 2014 through May 31, 2015

Report on a special investigation of the Clinton High School Band Boosters for the period August 1, 2014 through May 31, 2015

Report on a special investigation of the City of Harris for the period July 1, 2011 through September 30, 2014

Report on a special investigation of the City of Harris for the period July 1, 2011 through September 30, 2014

Report on a special investigation of the City of Dubuque Carnegie-Stout Public Library for the period July 1, 2008 through April 24, 2014

Report on a special investigation of the City of Dubuque Carnegie-Stout Public Library for the period July 1, 2008 through April 24, 2014

Report on a special investigation of the City of Lakota for the period July 1, 2013 through May 31, 2015

Report on a special investigation of the City of Lakota for the period July 1, 2013 through May 31, 2015

Report on a special investigation of the City of Boyden for the period July 1, 2013 through April 30, 2015

Report on a special investigation of the City of Boyden for the period July 1, 2013 through April 30, 2015

Learning through role-playing games: an approach for active learning and teaching

This study evaluates the use of role-playing games (RPGs) as a methodological approach for teaching cellular biology, assessing student satisfaction, learning outcomes, and retention of acquired knowledge. First-year undergraduate medical students at two Brazilian public universities attended either an RPG-based class (RPG group) or a lecture (lecture-based group) on topics related to cellular biology. Pre- and post-RPG-based class questionnaires were compared to scores in regular exams and in an unannounced test one year later to assess students' attitudes and learning. From the 230 students that attended the RPG classes, 78.4% responded that the RPG-based classes were an effective tool for learning; 55.4% thought that such classes were better than lectures but did not replace them; and 81% responded that they would use this method. The lecture-based group achieved a higher grade in 1 of 14 regular exam questions. In the medium-term evaluation (one year later), the RPG group scored higher in 2 of 12 questions. RPG classes are thus quantitatively as effective as formal lectures, are well accepted by students, and may serve as educational tools, giving students the chance to learn actively and potentially retain the acquired knowledge more efficiently.