Educational games for health professionals

Abstract

The findings of this systematic review neither confirm nor refute the utility of games as a teaching strategy for health professionals. There is a need for additional high-quality research to explore the impact of educational games on patient and performance outcomes.

Development and validation of an instrument for evaluating the ludicity of games in health education

“…The exploratory study in the first phase is relevant to defining the possible items on the playfulness of games in health education contexts, given the lack of this kind of instruments in the literature (1)(2)(3)(4)(5)(6)(7)(8) . The establishment of an open questionnaire in order to define items from the answers is recommended in order to build phrases closer to the spontaneity of statements of the determined target audience, providing greater identity between the items and the statements (17)(18)(19) .…”

“…A literature review on this subject highlights the importance of games for clinical, investigative or educational activities (1)(2)(3)(4) . International studies show different approaches for games in health (1)(2)(3)(4)(5)(6)(7)(8) : a-ludic activies promoting healthy lifestyles; b-risks of suffocation and similar games; c-damage caused by video game addiction; d-the importance of games for scientific thinking; e-games in the training of health professionals; f-exergames (physical exercises motivated by computer games) for health promotion; among others. Specialized journals have multiplied, developing a corpus of its own knowledge known as Serious Games, which synthesize the understanding of entertaining characteristics into the production of edutainment (5)(6)(7)(8) .…”

“…In other words, the more the game/activity and its playfulness remain, the more we move toward the dimension of training, the center of critical education (9)(10)(11)(12)(13)(14) . Thus, it is necessary to examine the issues occasioned by games in healthcare from a different angle, as it is still poorly discussed in scientific publications on the subject (1)(2)(3)(4)(5)(6)(7)(8) . Instead of investigating whether playing contributes to the purposes of education and health, it must be asked what happens to the inventive character of the game when they are set in different contexts of spontaneity, imagination and rebelliousness that characterize them.…”

“…By reversing the question, we seek to identify the exercise of creativity and autonomy for subjects of knowledge in the restlessness of the game (13)(14) . There are few instruments which evaluate the playfulness of games in educational settings, given the multitude of studies that are directed to behavioral or clinical purposes (1)(2)(3)(4)(5)(6)(7)(8) . In general, the methodologies used for game development are based in interaction design and computer science (15)(16) .…”

Educational Games: Didactic Resources Utilized at Teaching Health Education Classes

“…Há diversas abordagens do jogo na saúde na produção internacional, a saber: lúdico na promoção de estilos de vida saudáveis; os danos decorrentes do vício em videogames; a relevância do jogo para o pensamento científico; jogos na formação de profissionais de saúde, entre outras. 6 Porém, não foram achado relatos sobre a forma de replicar jogos como método instrucional abordados neste estudo.…”