Creating GridlockED: A Serious Game for Teaching About Multipatient Environments

Tsoy, Daniel; Sneath, Paula; Rempel, J.; Huang, Simon; Bodnariuc, Nicole; Mercuri, Mathew; Pardhan, Alim; Chan, Teresa M.

doi:10.1097/acm.0000000000002340

Cited by 38 publications

(15 citation statements)

References 8 publications

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“… 76 , 80 – 82 Gamification is another active learning technique, which involves the utilization of games and competition to support learning. 83 As a technique, gamification may support learning of skills, 84 emergency department (ED) throughput, 83 decision-making, 85 and medical knowledge. 86 – 89 …”

Section: Overall Conference Structurementioning

confidence: 99%

Conference Didactic Planning and Structure: An Evidence-based Guide to Best Practices from the Council of Emergency Medicine Residency Directors

Wood

Jordan

Cooney

et al. 2020

WestJEM

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Emergency medicine residency programs around the country develop didactic conferences to prepare residents for board exams and independent practice. To our knowledge, there is not currently an evidence-based set of guidelines for programs to follow to ensure maximal benefit of didactics for learners. This paper offers expert guidelines for didactic instruction from members of the Council of Emergency Medicine Residency Directors Best Practices Subcommittee, based on best available evidence. Programs can use these recommendations to further optimize their resident conference structure and content. Recommendations in this manuscript include best practices in formatting didactics, selection of facilitators and instructors, and duration of individual sessions. Authors also recommend following the Model of Clinical Practice of Emergency Medicine when developing content, while incorporating sessions dedicated to morbidity and mortality, research methodology, journal article review, administration, wellness, and professionalism.

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Section: Overall Conference Structurementioning

confidence: 99%

Conference Didactic Planning and Structure: An Evidence-based Guide to Best Practices from the Council of Emergency Medicine Residency Directors

Wood

Jordan

Cooney

et al. 2020

WestJEM

View full text Add to dashboard Cite

show abstract

“…Based on the situational game teaching mode, the research by Weidong, et al [30] on physical education teaching revealed that the role of stimulus response selection and implementation in sports tactical decision-making, which proved part of the results obtained in this study, such as reasonable organization in the teaching process. Tsoy, et al [31] in view of the research on the role of team games in teaching, revealed the positive role of game teaching in promoting people's communication. Reasonable game links and content settings help to improve the relationship between people and promote team cooperation.…”

Section: Discussionmentioning

confidence: 99%

Sports Gamification: Evaluation of Its Impact on Learning Motivation and Performance in Higher Education

Liu

Lipowski

2021

IJERPH

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In this study, the impacts of sports gamification on college students’ learning motivation and learning performances were explored by training students majoring in physical education to play tennis. A total of 150 students from a physical education college were selected to participate in this experimental teaching, and they were divided into the experimental group (EG) and the control group (CG). Based on the above purposes, the differences in the teaching methods and teaching objectives of the EG and the CG is that the former uses games as a key method in tennis teaching. All participants were asked to complete questionnaires, with the purpose of evaluating the learning motivation of tennis before and after sports game intervention. Additionally, the differentiated learning motivation and learning performance between EG and CG before and after experimental teaching was tested and evaluated. Results demonstrate that students in the EG have significantly increased their intrinsic motivation and introjected regulation, thereby showing better results than CG in key test items. In addition, the above result reveals the positive role of sports gamification in promoting the learning motivation and performance of college students.

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“…It can also be done in different formats such as digital, card, and board games (20). The benefits of serious games on learners include enhancing their collaborative awareness via multiplayer settings, providing them with opportunities for active learning to better solve clinical problems, and improving their clinical reasoning, decision-making skills, clinical performance, and the like (5,21,22). As such, serious games have potential alternatives for supplementing traditional simulation-based education and contributing to better academic performances of medical students (23).…”

Section: Serious Games In Medical Educationmentioning

confidence: 99%

Game-based learning in medical education

Luo

Xia

et al. 2023

Front. Public Health

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At present, medical education is rapidly evolving. Game-based learning (GBL) has been gradually used for education, and several innovations have emerged. The emergence of serious games and gamification provides alternative approaches for educators to improve the medical teaching process. Both serious games and gamification exert their education-promoting function by providing the possibility of combining learning activities such as feedback, testing, and spaced repetition with active participation and autonomy as well as positive experiences for students. Developing effective GBL modalities has the potential to bring immersive experiences for medical students and improve their study outcomes. Herein, we reviewed recent studies employing GBL in medical education, including serious games and gamification teaching. Furthermore, we also discussed the effectiveness and limitations of GBL to suggest future directions for the development and application of GBL in medical education.

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Creating GridlockED: A Serious Game for Teaching About Multipatient Environments

Abstract: Further playtesting will be needed to fully examine learning opportunities for various populations of trainees and for various media. GridlockED may also serve as a model for developing other games to teach about processes in other environments or specialties.

Cited by 38 publications

References 8 publications

Conference Didactic Planning and Structure: An Evidence-based Guide to Best Practices from the Council of Emergency Medicine Residency Directors

Conference Didactic Planning and Structure: An Evidence-based Guide to Best Practices from the Council of Emergency Medicine Residency Directors

Sports Gamification: Evaluation of Its Impact on Learning Motivation and Performance in Higher Education

Game-based learning in medical education

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