Use of an immersive, simulated learning game to teach pharmacy students clinical concepts of toxicology

Korenoski, Amanda; Ginn, Tyler R.; Seybert, Amy L.

doi:10.1016/j.cptl.2021.01.018

Cited by 16 publications

(19 citation statements)

References 6 publications

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“…GBL was utilized in pharmaceutical and non-pharmaceutical modules, including immunology, opioid safety, community pharmacy, and pharmacy management [31]. Examples of educational games for pharmacy students include an advanced software program that allows players to manage a city that produces multiple herbal products [32], a 3D simulation of working at a community pharmacy [33,34], an innovative escape room utilizing pre-set locks, clues, and boxes to teach clinical concepts of toxicology [35], and groupbased quizzing followed by a Kahoot! ® competition to prepare students for immunology assessments [36].…”

Section: Introductionmentioning

confidence: 99%

The Role of Game-Based Learning in Experiential Education: Tool Validation, Motivation Assessment, and Outcomes Evaluation among a Sample of Pharmacy Students

et al. 2022

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(1) Background: There is a scarcity of data regarding game-based learning (GBL) in experiential pharmacy education; in addition, the impact of educational games on the attainment of intended learning outcomes and students’ motivation to actively learn and practice through non-traditional pedagogical tools are yet to be explored. (2) Methods: This was a prospective quasi-experimental study that introduced GBL into the Pharmacy Practice Experience course of the Bachelor of Pharmacy (BPharm) program at the Lebanese International University in Lebanon. Data collection took place between July and September 2021. The study objectives were to assess the impact of GBL on attaining intended learning outcomes, determine students’ motivation to engage in GBL, and assess the impact of this motivation on the attainment of learning outcomes. (3) Results: GBL was associated with a significantly higher exam average (mean difference = 7.152, p < 0.001). Moreover, an active learning motivation assessment scale (ALMAS) was constructed and validated; it was found to have good reliability as well as high sensitivity and specificity, and it determined a good level of motivation to engage in GBL. Game-based learners with higher motivation scores had significantly higher exam averages compared to those with lower scores (Beta = 0.296, 95% CI 0.110–0.545, p = 0.004). (4) Conclusion: GBL was associated with better attainment of intended learning outcomes. Students appear to be motivated to learn by this style of active learning, and motivation is prognostic of the attainment of learning outcomes.

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Section: Introductionmentioning

confidence: 99%

The Role of Game-Based Learning in Experiential Education: Tool Validation, Motivation Assessment, and Outcomes Evaluation among a Sample of Pharmacy Students

et al. 2022

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“…Conformément à la stratégie de recherche mise en place, 40 articles et résumés de communication affichée (nommés ci-dessous « articles ») ont été sélectionnés et 16 ont été retenus [13][14][15][16][17][18][19][20][21][22][23][24][25][26][27][28] . De ces 16 articles, neuf étaient des articles et sept, des résumés de communication affichée.…”

Section: Resultatsunclassified

“…Dans plusieurs cas, les jeux d'évasion ont pour objectif le renforcement de compétences transversales (p. ex. leadership, communication, travail en équipe, esprit critique) [13][14][15][16][17][18][19][20][21][22][23][24][25][26][27][28] La majorité des jeux d'évasion développés se sont déroulés dans un cadre pédagogique en milieu universitaire, mais certains jeux ont été menés en milieu professionnel. Nous pensons que le milieu universitaire est plus propice à la mise en place de ce type de stratégie, parce qu'il dispose généralement d'experts et de ressources pédagogiques pour soutenir le développement de tels jeux et qu'il a le recul nécessaire par rapport aux nombreuses stratégies pédagogiques.…”

Section: Discussionunclassified

Utilisation des jeux d’évasion en santé : une revue de littérature

Chabrier¹,

Atkinson

Bonnabry

et al. 2019

CJHP

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RÉSUMÉ Contexte : Il existe différentes stratégies pédagogiques permettant l’apprentissage, tant en milieu universitaire qu’en milieu professionnel. Parmi toutes ces stratégies, on note l’émergence de simulation ayant recours au concept de jeu d’évasion. Objectif : L’objectif était de recenser les modalités entourant l’utilisation, la conception et la réalisation de jeux d’évasion dans le domaine de la santé. Sources des données : Les recherches sur Pubmed, Embase et CINAHL ont été effectuées jusqu’au 3 décembre 2018. Sélection des études : Toutes les études portant sur la conception ou la réalisation de jeux d’évasion dans le domaine de la santé, en anglais et en français, ont été incluses. Extraction des données : Le pays, la population cible, la conception, la réalisation, la méthode d’évaluation et les résultats ont été extraits. Synthèse des données : Sept résumés de communication affichée et neuf articles ont été inclus. Douze jeux d’évasion ont été réalisés aux États-Unis. Ils sont utilisés en médecine (n = 5), en pharmacie (n = 4), en sciences infirmières (n = 4) ainsi que dans d’autres disciplines (n = 3), principalement dans un cadre pédagogique universitaire (n = 12) mais aussi professionnel (n = 4). Leurs objectifs visaient à améliorer les connaissances (n = 8), à augmenter l’intérêt et la motivation des participants pour un sujet précis (n = 2) et à améliorer la cohésion et la communication dans une équipe (n = 2). Dix des jeux d’évasion décrits dans les articles étaient basés sur un scénario orienté vers la clinique. Dix équipes ont réalisé un débriefing avec les participants, une équipe n’en a pas fait et cinq articles ne mentionnaient pas cette information. Conclusion : Il existe peu de données entourant l’utilisation de jeux d’évasion en santé. Il est trop tôt pour juger de l’efficacité de cette approche. Toutefois, l’intérêt grandissant justifie l’instauration d’une veille documentaire pour suivre l’évolution et mieux comprendre la place de ce type de stratégie dans l’apprentissage en santé.ABSTRACT Background: Many different teaching strategies are used to promote learning in an academic or professional environment. Among these can be noted the emergence of simulation, based on the concept of escape games. Objective: To identify methodologies relating to the use, design, and implementation of escape games in health care. Data Sources: The Pubmed, Embase, and CINAHL databases were searched up to December 3, 2018. Study Selection: All studies focusing on the design or development of escape games in the health care field (published in English or French) were included. Data Extraction: For each study, the country, target population, design, development, method of evaluation, and results were extracted for analysis. Data Synthesis: Seven poster abstracts and 9 published articles were included. Twelve escape games were developed in the United States. They were used in medicine (n = 5), pharmacy (n = 4), nursing (n = 4) and other fields (n = 3), mainly within academic teaching contexts (n = 12) but also in professional settings (n = 4). Their goals were to improve knowledge (n = 8), to increase participants’ interest and motivation regarding a specific topic (n = 2), and to improve cohesion and commu-nication within a team (n = 2). Ten of the escape games described in the articles were based on a clinical scenario. Ten of the research teams held debriefings with participants, and one did not; 5 articles did not report information about debriefing. Conclusions: Few data exist concerning the use of escape games in the health care setting, and it is too early to judge the efficiency of this approach to learning. However, growing interest justifies systematic monitoring of the literature to follow the evolution of such strategies and to better understand their place in health care education.

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“…Immersive experiences do not have to rely on technology. For example, Korenoski et al developed an innovative escape room utilizing pre-set locks, clues, and boxes to teach clinical concepts of toxicology [ 34 ]. Berthod et al created an immersive clean room experience with different zones to simulate and train students on chemotherapy good manufacturing processes [ 19 ].…”

Section: Design Of Games In Pharmacy Educationmentioning

confidence: 99%

Game-Based Learning in Pharmacy Education

Oestreich

Guy

2022

Pharmacy

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Game-based learning (GBL) involves adding game elements to non-game activities to encourage engagement. Pharmacy curricula are required to incorporate active learning to meet accreditation standards. The literature supports that well-designed GBL holds the attention of students and improves knowledge in some instances. Furthermore, these adaptable experiences can be leveraged for a variety of content areas in pharmacy education. Some activities utilized by educators require large amounts of technological expertise, while others involve minimal use of technology. The incorporation of technology can create highly immersive experiences for learners; however, there are barriers (e.g., financial and technology prowess) to implementation compared to simpler designs. One area of GBL that is not well defined in the literature is how to adequately assess student learning outcomes. Most current studies describe subjective attitudes and confidence or assess content knowledge through objective pre- and post-tests. In the future, more defined and connected methods for assessment—such as active demonstrations within the game—will be needed to better incorporate GBL into pharmacy curricula. Based on the collective evidence in the literature, some GBL activities may serve as useful tools to improve pharmacy student engagement and learning.

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Use of an immersive, simulated learning game to teach pharmacy students clinical concepts of toxicology

Cited by 16 publications

References 6 publications

The Role of Game-Based Learning in Experiential Education: Tool Validation, Motivation Assessment, and Outcomes Evaluation among a Sample of Pharmacy Students

The Role of Game-Based Learning in Experiential Education: Tool Validation, Motivation Assessment, and Outcomes Evaluation among a Sample of Pharmacy Students

Utilisation des jeux d’évasion en santé : une revue de littérature

Game-Based Learning in Pharmacy Education

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