Gaming Habits and Opinions of Brazilian Medical School Faculty and Students: What's Next?

D, Arthur; Martins, de SouzaRodrigo; Alejandro, GordanPedro; Zonato, EstevesRoberto; Meister, CoelhoIzabel Cristina

doi:10.1089/g4h.2013.0069

Cited by 9 publications

(7 citation statements)

References 23 publications

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“…A recently published study reinforces the importance of this communication, considering the approximation between the teams that determine the success of the tool developed for use and application in teaching. 22 The validation process is primordial to ensure the quality of the developed product, especially with a special look at the pedagogical and usability aspects considering its nature of educational technology. 23 It is not possible to decouple the creation of this type of technology from the learning frameworks and objectives, since these are the basis and the motivation for the development of the teaching tools, assuming the technology role of transmitter and not main focus of the creation.…”

Section: Discussionmentioning

confidence: 99%

E-baby skin integrity: evidence-based technology innovation for teaching in neonatal nursing

et al. 2018

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E-baby integridade da pele: inovação tecnológica no ensino de enfermagem neonatal baseado em evidênciasE-baby integridad de la piel: innovación tecnológica en la enseñanza de enfermería neonatal basado en evidencias Vancouver, BC, Canadá. Escola Superior de Enfermagem deCoimbra. Coimbra, Portugal. resumen Objetivo: Desarrollar y validar el juego e-Baby: integridad de la piel junto a un panel de peritos. Método: La investigación metodológica contemplando las etapas de desarrollo: definición de alcance, formato del juego y sus funcionalidades, descripción del guion y comunicación con desarrolladores, prototipaje con evaluación y producción; y validación junto a cuatro peritos utilizando el instrumento Heuristic Evaluation for Digital Educational Games. Resultados: El serious game fue construido en 3D con multimedia incluyendo animaciones y contenido basado científicamente. Validado en todas las heurísticas, dentro todos los 36 ítems analizados, 18 (50%) fueran considerados sin problemas, siendo que en ninguno de los ítems ocurrió más que 25% de problemas clasificados en los niveles 3 y 4, segundo la clasificación de Nielsen. Conclusión e implicaciones para la práctica: El juego validado es una tecnología educativa del tipo simulación virtual con potencial para contribuir con el aprendizaje em enfermería y la práctica basada en evidencias.Palabras clave:

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Section: Discussionmentioning

confidence: 99%

E-baby skin integrity: evidence-based technology innovation for teaching in neonatal nursing

et al. 2018

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“…A further consideration relating to this category of barrier concerns awareness. Despite the growing range of simulations and games that have been developed across a variety of subject areas, with many available 'off-theshelf ' and ready to use, a simple lack of awareness amongst educators about the options available may inhibit their use (Diehl, de Souza, Gordan, Esteves, & Coelho, 2014;Pei Rui Chan & Zary, 2019).…”

Section: Challenges Of Using Simulations and Gamesmentioning

confidence: 99%

Real World Learning: Simulation and Gaming

Lean

Moizer

Derham

et al. 2020

Applied Pedagogies for Higher Education

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Simulations and games are being used across a variety of subject areas as a means to provide insight into real world situations within a classroom setting; they offer many of the benefits of real world learning but without some of the associated risks and costs. Lean, Moizer, Derham, Strachan and Bhuiyan aim to evaluate the role of simulations and games in real world learning. The nature of simulations and games is discussed with reference to a variety of examples in Higher Education. Their role in real world learning is evaluated with reference to the benefits and challenges of their use for teaching and learning in Higher Education. Three case studies from diverse subject contexts are reported to illustrate the use of simulations and games and some of the associated issues.

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“…Electronic games are a powerful tool for education [14], as they “create a tight marriage among content, game play, and valued ways of thinking and acting” [15]. Reasons for using games include the familiarity of most college students with this medium [16] and their favorable views on the matter [17,18]. Nevertheless, the 2 most compelling arguments sustaining the adoption of games for learning are (1) their potential educational effectiveness [15,16] and (2) their flexibility and easy dissemination [19].…”

Section: Introductionmentioning

confidence: 99%

InsuOnline, an Electronic Game for Medical Education on Insulin Therapy: A Randomized Controlled Trial With Primary Care Physicians

Diehl¹,

Souza²,

Gordan³

et al. 2017

J Med Internet Res

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BackgroundMost patients with diabetes mellitus (DM) are followed by primary care physicians, who often lack knowledge or confidence to prescribe insulin properly. This contributes to clinical inertia and poor glycemic control. Effectiveness of traditional continuing medical education (CME) to solve that is limited, so new approaches are required. Electronic games are a good option, as they can be very effective and easily disseminated.ObjectiveThe objective of our study was to assess applicability, user acceptance, and educational effectiveness of InsuOnline, an electronic serious game for medical education on insulin therapy for DM, compared with a traditional CME activity.MethodsPrimary care physicians (PCPs) from South of Brazil were invited by phone or email to participate in an unblinded randomized controlled trial and randomly allocated to play the game InsuOnline, installed as an app in their own computers, at the time of their choice, with minimal or no external guidance, or to participate in a traditional CME session, composed by onsite lectures and cases discussion. Both interventions had the same content and duration (~4 h). Applicability was assessed by the number of subjects who completed the assigned intervention in each group. Insulin-prescribing competence (factual knowledge, problem-solving skills, and attitudes) was self-assessed through a questionnaire applied before, immediately after, and 3 months after the interventions. Acceptance of the intervention (satisfaction and perceived importance for clinical practice) was also assessed immediately after and 3 months after the interventions, respectively.ResultsSubjects’ characteristics were similar between groups (mean age 38, 51.4% [69/134] male). In the game group, 69 of 88 (78%) completed the intervention, compared with 65 of 73 (89%) in the control group, with no difference in applicability. Percentage of right answers in the competence subscale, which was 52% at the baseline in both groups, significantly improved immediately after both interventions to 92% in the game group and to 85% in control (P<.001). After 3 months, it remained significantly higher than that at the baseline in both groups (80% in game, and 76% in control; P<.001). Absolute increase in competence score was better with the game (40%) than with traditional CME (34%; P=.01). Insulin-related attitudes were improved both after the game (significant improvement in 4 of 9 items) and after control activity (3 of 9). Both interventions were very well accepted, with most subjects rating them as “fun or pleasant,” “useful,” and “practice-changing.”ConclusionsThe game InsuOnline was applicable, very well accepted, and highly effective for medical education on insulin therapy. In view of its flexibility and easy dissemination, it is a valid option for large-scale CME, potentially helping to reduce clinical inertia and to improve quality of care for DM patients.Trial RegistrationClinicaltrials.gov NCT001759953; https://clinicaltrials.gov/ct2/show/NCT01759953 (Archived by WebCite at htt...

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Gaming Habits and Opinions of Brazilian Medical School Faculty and Students: What's Next?

Abstract: Playing electronic games is common among medical faculty and students, who both present very positive opinions about games for learning, but the scarcity of available options and the lack of institutional support prevent a more widespread adoption of medical education games.

Cited by 9 publications

References 23 publications

E-baby skin integrity: evidence-based technology innovation for teaching in neonatal nursing

E-baby skin integrity: evidence-based technology innovation for teaching in neonatal nursing

Real World Learning: Simulation and Gaming

InsuOnline, an Electronic Game for Medical Education on Insulin Therapy: A Randomized Controlled Trial With Primary Care Physicians

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