Continuing Education through the Campus Game: A Sustainable Gamification Project to Improve Doctors’ and Nurses’ Knowledge of Quality and Clinical Risk Management

Abstract

The COVID-19 disease has dramatically changed lives worldwide, including education. This is a challenge for traditional learning. In fact, the European Higher Education Area poses the challenge of boosting the quality of teaching through active methodologies supported by digital pedagogy. Gamification is one of these tools and it has considerable attention in the healthcare literature. We aimed to create a game in the Campus Bio-Medico University Hospital Foundation in order to offer continuing education on Quality and Clinical Risk procedures to our staff. The 2021 “Campus Game” (178 players) introduced the “Badge Challenge” (Team Building, Procedures, and Security) and 73 questions. The leaderboard of every single match was posted in some of the hospital’s strategic areas and also published online on the company intranet to ensure engagement and competitiveness. Gamification has spontaneously promoted teamworking and a virtuous process of multiprofessional education. We found that, during the Campus Game, there was a 4.9% increase in access to the intranet page containing information on Quality and Patient Safety and an 8% increase in access to the Hospital Policies and Procedures. In the near future, we wish to expand this game, involving hospitals with similar types of activity and levels of attention to quality and safety issues, and also to enhance the network of partners and the principles of Q&S management itself.

The Development of Polymedia Adventure Game As a Digital Promotion Media for Campus Orientation

“…Games have also been implemented to improve the quality of learning in universities in the health sector. Research [11] shows that during the Campus Game, there was a 4.9% increase in access to intranet pages containing information about Quality and Patient Safety and an 8% increase in access to Hospital Policies and Procedures.…”

Assessing health science students’ gaming experience: a cross-sectional study

“…In addition, the use of gamification in the classroom manages to reduce the stress that students may experience and shows that the existence of errors during the activity is not penalized and is understood as a key element for achieving learning (Sevilla and García, 2019). Not only the growth of knowledge and skills is favoured but also the ability to work as a team (Manzano et al, 2021), ask for help, and develop a critical mindset (Pensieri et al, 2023). Research suggests that the use of serious games leads to more addictive learning (Gatti et al, 2019), increases the retention of new knowledge (Koivisto and Hamari, 2019), and increases student satisfaction and motivation (Arruzza and Chau, 2021).…”