Game-based learning in medical education

Xu, Maosen; Luo, Yunbo; Xia, Rong; Qian, Hong; Zou, Xinyu

doi:10.3389/fpubh.2023.1113682

Cited by 53 publications

(41 citation statements)

References 73 publications

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“…Gamification learning has been introduced into medical education for years and includes both board games and tabletop exercises. It is usually described as a problem‐based, student‐centred learning method by which participants learn to actively solve problems, and it can include both lectures and tests (Nakada, 2017; Xu et al, 2023; Zohari et al, 2023). Although the impact of gamification learning on students' performance is controversial, most studies affirm its benefits in increasing learning enthusiasm (Nakada, 2017; Xu et al, 2023; Zohari et al, 2023).…”

Section: Discussionmentioning

confidence: 99%

Action‐time‐controlled tabletop gamification improves physician‒nurse collaborative emergency room evacuation training

Wang,

Chang,

Hong

et al. 2024

Contingencies & Crisis Mgmt

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This article is an example of Lessons from the Field highlighting the practical implementation of a novel time‐controlled mechanism in the gamification of emergency department evacuation training via tabletop exercise. Tabletop exercise is one of the most common drill types for disaster preparedness. It is easy to use, effective, and low in cost, but it has some shortcomings. For example, its lack of authenticity is often criticized. We add a time‐control mechanism to the tabletop exercise and use settings similar to real events in an attempt to increase the authenticity of the tabletop exercise and the learning effect. We completed a 3‐h tabletop gamification of emergency room evacuation, which included a time control mechanism. Medical staff in our emergency department were asked to join this tabletop training. We evaluated the effectiveness of the time‐control tabletop exercise through the results of the pretest and posttests and feedback from the participants. A total of 97 emergency medical staff from the Emergency Department of Cheng Kung University Hospital, including 64 nurses, 29 emergency doctors and four nurse practitioners, participated in this tabletop exercise. After experiencing the time‐control tabletop exercise, the participants significantly improved their approach to mass casualty incidents, their method for evacuating patients, and their triage skills. The correct answer rate for the pretest and post‐test rose from 68.75% to 94.33% with statistically significant. The feedback from the participants also showed that the time‐control tabletop exercise was interesting and could increase learning motivation. The time‐control mechanism had a positive impact on the learning effect. It increased the reality of tabletop exercises, promoted participants' learning motivation, and improved their performance on the test.

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Section: Discussionmentioning

confidence: 99%

Action‐time‐controlled tabletop gamification improves physician‒nurse collaborative emergency room evacuation training

Wang,

Chang,

Hong

et al. 2024

Contingencies & Crisis Mgmt

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“…These results are important as positive experiences derived from playing games have good effects on learning outcomes. In addition, game-based learning activities must be designed to promote positive and immersive experiences to bring about improvement in learning outcomes, 32 although the effects of immersion and positive experience toward science learning outcomes are not straightforward and are complicated. 33 It is also noteworthy that students, in terms of engagement, reported the lowest in terms of tiredness.…”

Section: Student's Game Experiencementioning

confidence: 99%

Go Carb Deck: A Card Game for Teaching Classification of Simple Monosaccharides

Badajos,

Obsioma,

Tungal

et al. 2023

J. Chem. Educ.

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One approach that has been gaining significant attention among chemistry education scholars and practitioners is the employment of game-based learning to teach least-learned and difficult topics at various educational levels. One reason for this is that it promotes active, constructive learning and makes learning science a fun experience through educational games. As such, this study aims to design, develop, and evaluate a card game that can be used to teach the classification of simple monosaccharides to high school students. The developed card game was tested on a class of high school students to investigate the improvement in their academic achievement. Player experience was also evaluated using an adopted game experience questionnaire that explored three components: in-game, postgame, and social presence experience. The results showed significant improvements in academic achievement (t(45) = −11.97, p = 0.00001, d = 2.55) which implies that the developed card game can be used as teaching material on classifying simple monosaccharides. Results also demonstrate that the students were immersed, challenged, and in flow and had a positive affect while minimal tiredness and negative experience were reported. Students also reported high empathy and behavioral involvement after playing the game. These results, while preliminary, provide important clues on how games and gameful experiences can serve as the basis for developing educational games to teach abstract concepts in chemistry in a fun and challenging way.

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“…These modalities contribute to education by incorporating elements such as feedback, testing, and spaced repetition, fostering active participation, autonomy, and positive learning experiences for students. Effectively implementing game-based learning has the potential to immerse medical students in impactful learning experiences and enhance their academic performance (17).…”

Section: Application Of Gamification and Serious Games In Emergency M...mentioning

confidence: 99%

“…In contrast, simulation-based education encompasses a diverse range of models, including partialtask simulators, screen-based computers, standardized patients, and high-fidelity mannequin simulators (8,16,19,22,23). This variety of tools allows learners to practice clinical skills without compromising patient safety, highlighting the distinct advantages of simulation in medical education (17).…”

Section: Simulation As a Strategy For Training First Aid And Bls Skillsmentioning

confidence: 99%

Gamification vs. Teaching First Aid: What Is Being Produced by Science in The Area?

Vancini,

Russomano,

Andrade

et al. 2023

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Gamification i.e., the incorporation of game design elements into non-game contexts, represents a transformative tool in health education. In this sense, the increasingly intertwined fields of technology, education, and health present opportunities for informed decision-making and the training of educators, health professionals, and policymakers. This need to improve teaching and learning methods is particularly evident in the areas of first aid and basic life support (BLS), with the aim of improving clinical results and health outcomes. Our article carried out a narrative review, focusing on the intersection of gamification, technology and first aid/BLS training with the aim of investigating the application of gamification and serious games in emergency medicine with the aim of improving motivation and theoretical and practical skills. of health professionals. In addition, this review emphasizes the role of simulation-based education in first aid skills training, highlighting its contribution to preparing first aiders for real-world scenarios. Ultimately, this review underscores the transformative potential of serious games in medical education, showcasing their effectiveness across diverse contexts. In summary, it enhances comprehension of gamification's role in healthcare and medical education, particularly in first aid training, by underscoring the adaptability and efficacy of serious games in revolutionizing medical and emergency education and healthcare. Nevertheless, it underscores that this remains a relatively underexplored area of knowledge.

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Game-based learning in medical education

Cited by 53 publications

References 73 publications

Action‐time‐controlled tabletop gamification improves physician‒nurse collaborative emergency room evacuation training

Action‐time‐controlled tabletop gamification improves physician‒nurse collaborative emergency room evacuation training

Go Carb Deck: A Card Game for Teaching Classification of Simple Monosaccharides

Gamification vs. Teaching First Aid: What Is Being Produced by Science in The Area?

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