The Challenging Case Conference: A Gamified Approach to Clinical Reasoning in the Video Conference Era

Kobner, Scott; Grassini, Molly; Le, Nhu-Nguyen; Riddell, Jeff

doi:10.5811/westjem.2020.12.49133

Cited by 15 publications

(11 citation statements)

References 12 publications

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“…Thus, although videoconferencing tools allow some interaction, audience engagement and active participation are limited. Kobner et al (2020) have described a novel case conference format to train clinical reasoning skills to a spatially distant audience. In their work, the authors describe a gamified serial-cue, low fidelity simulation in which a team of residents must analyze a real case that challenges their clinical reasoning skills.…”

Section: Medical Educationmentioning

confidence: 99%

“…The main weakness of these studies is the small number of participants, and that they are based on a single-center study. Moreover, only students' attitude was evaluated in O'Connell et al (2020) and Kobner et al (2020), and there are no results about the educational efficacy of the activity. Patel et al (2020) conducted pre-and post-assessment of residents' medical knowledge; however, there was no comparison for knowledge gains in telesimulation versus traditional simulation setups.…”

Section: Medical Educationmentioning

confidence: 99%

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Gamification as Online Teaching Strategy During COVID-19: A Mini-Review

2021

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The ongoing pandemic caused by coronavirus disease 2019 (COVID-19) has enforced a shutdown of educative institutions of all levels, including high school and university students, and has forced educators and institutions to adapt teaching strategies in a hasty way. This work reviews the use of gamification-based teaching during the pandemic lockdown through a search in Scopus, PsycINFO, ERIC, and Semantic Scholar databases. A total of 11 papers from Chemistry, Business, Computer Science, Biology, and Medical areas have been identified and included in the present work. All of them analyzed the use of gamification strategies during the COVID-19 pandemic and assessed student’s learning and motivation outcomes. In general, students reported that gamification was innovative, engaging, and an efficient strategy to deliver curricula material; moreover, it was perceived as a fun activity. Some students reported that gamified videoconferences aided to connect with their classmates during isolation time providing effective social support. However, some students reported a bad physical or psychological condition, as consequence of the confinement, and did not get involved in the activity. Some weaknesses of the reviewed studies are the small sample size and its homogeneity, which makes it difficult to generalize their results to other scenarios and academic areas. Furthermore, although there is a feeling of learning during the activity, this result is mainly based on subjective perceptions, and any of the studies demonstrated that superior learning was achieved in comparison with traditional teaching strategies. Nevertheless, gamification can be implemented together with traditional lectures and can be a valuable instrument during post-COVID times.

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Section: Medical Educationmentioning

confidence: 99%

Section: Medical Educationmentioning

confidence: 99%

Gamification as Online Teaching Strategy During COVID-19: A Mini-Review

2021

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“…Virtual e-learning techniques' implementation in medical education generally-not only for psychiatry residents-was described in several articles 10,11,[17][18][19][20][22][23][24][25][26][27][28][29][30][31][32][33][34][35] . Such techniques include for example cloud-based cen-tralized classrooms, distance learning solutions to simulate radiology workstations, simulated daily readouts 27,32 , an online video library of patient encounters, teleconferencing, social media 10 , a flipped virtual classroom model, a social-mediabased platform to provide daily practice questions 11 , virtual wet labs, virtual-reality learning and surgical simulators 18,31 , podcasts 10 , and case conferences that combine low-fidelity simulation with gamification elements 33 . Remote learning in psychiatry was perceived less favorably among residents than in-person learning, while using real patients in e-learning during training in CAP evaluates positively by underground students 5,21 .…”

Section: Pedagogical Challengesmentioning

confidence: 99%

“…58, No. 1, p. 36-45 didactic lectures, and involving real patients in elearning 1,3,4,6,21,33 . Although these tools and techniques cannot substitute for direct patient contact, residents may benefit these tools' continuation of their education, rather than missed learning possibilities.…”

Section: Which Education Practices That Emerged During the First Resp...mentioning

confidence: 99%

“…Thus, students appreciated opportunities to include real patients in e-learning, aiming to transfer real-life experience into an online format, since they could learn with "realworld patients" during the pandemic 21 . The Challenging Case Conference presents gamified approach to foster the development of clinical reasoning skills and increase residents' engagement during a virtual conference 33 . A team of residents first submit a real clinical case, and then a team of different residents "plays" a gamified, simulated version of the case on a videoconference call before a facilitated debriefing discussion.…”

Section: Which Education Practices That Emerged During the First Resp...mentioning

confidence: 99%

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The pedagogical challenges of teaching psychiatry residents during the COVID-19 pandemic

Knez

2022

Med. Flum. (Online)

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The coronavirus disease 2019 (COVID-19) pandemic has challenged and almost completely disrupted the previous teaching system, based mainly on teachers’ and learners’ physical presence. This impact has forced educators to identify alternative learning models and begin utilizing new approaches, often without detailed analysis or thorough, systematic planning. The current literature review aims to reveal some of the greatest pedagogical challenges in remotely teaching psychiatry residents during the pandemic. This mini-review’s results may help in developing additional pedagogical techniques and key applications for educational activities to teach psychiatry residents, as well as to suggest directions for future psychiatry resident education.

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Unlocking potential: Systematic review the use of gamification in leadership curriculum

Hao,

Winn,

Qiang

2023

Educ Inf Technol

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This systematic review examines the role and efficacy of gamification in leadership education, addressing a significant void in contemporary literature. Recognizing the universally acknowledged significance of leadership in diverse sectors, this study highlights the pervasive challenges in post-secondary leadership curricula, such as unclear objectives, student motivation, lack of access and practical applications. This review dissects gamification's effectiveness, identifies key outcome determinants, and discusses the hurdles to classroom implementation, suggesting potential solutions or interventions by examining 23 peer-reviewed journal articles that are published in various locations and disciplines from 2012–2022. The results cover the roles of digital tools in facilitating gamification, recurring obstacles such as resource limitations, evaluation difficulties, and identifies the challenges in formulating a consensus of an operational definition between scholars. The paper suggests the need for future research focusing on refining gamification's definition, extending its scope, and crafting robust evaluation strategies, thereby catalyzing a transformation in pedagogical practices and should prioritize the development and implementation of robust evaluation strategies for gamified leadership training programs.

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The Challenging Case Conference: A Gamified Approach to Clinical Reasoning in the Video Conference Era

Cited by 15 publications

References 12 publications

Gamification as Online Teaching Strategy During COVID-19: A Mini-Review

Gamification as Online Teaching Strategy During COVID-19: A Mini-Review

The pedagogical challenges of teaching psychiatry residents during the COVID-19 pandemic

Unlocking potential: Systematic review the use of gamification in leadership curriculum

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