Efficacy of Serious Games in Healthcare Professions Education

Maheu‐Cadotte, Marc‐André; Cossette, Sylvie; Dubé, Veronique; Fontaine, Guillaume; Lavallée, Andréane; Lavoie, Pierre; Mailhot, Tanya; Deschênes, Marie‐France

doi:10.1097/sih.0000000000000512

Cited by 44 publications

(40 citation statements)

References 67 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…For this reason, databases with significant coverage of the medical, nursing, allied health, as well as education literature were selected, with the addition of the multidisciplinary database platform Web of Science. These databases are also broadly consistent with those selected for similar reviews [32,44,49]. Our search strategy was developed by a health sciences librarian in collaboration with subject specialists and informed by prior reviews [32], using MEDLINE initially to assess the quality and quantity of our search returns.…”

Section: Database Searchingmentioning

confidence: 99%

Motivational Design for Web-Based Instruction in Health Professions Education: Protocol for a Systematic Review and Directed Content Analysis

Gavarkovs¹,

Kusurkar²,

Kulasegaram³

et al. 2022

JMIR Res Protoc

View full text Add to dashboard Cite

Background Web-based instruction plays an essential role in health professions education (HPE) by facilitating learners’ interactions with educational content, teachers, peers, and patients when they would not be feasible in person. Within the unsupervised settings where web-based instruction is often delivered, learners must effectively self-regulate their learning to be successful. Effective self-regulation places heavy demands on learners’ motivation, so effective web-based instruction must be designed to instigate and maintain learners’ motivation to learn. Models of motivational design integrate theories of motivation with design strategies intended to create the conditions for motivated engagement. Teachers can use such models to develop their procedural and conceptual knowledge in ways that help them design motivating instruction in messy real-world contexts. Studies such as randomized controlled trials (RCTs) and other quasi-experimental designs that compare different motivational design strategies play a critical role in advancing models of motivational design. Synthesizing the evidence from those studies can identify effective strategies and help teachers and researchers understand the mechanisms governing why strategies work, for whom, and under what circumstances. Objective The planned review aims to analyze how studies comparing motivational design strategies for web-based instruction in HPE support and advance models of motivational design by (1) controlling for established risks to internal validity, (2) leveraging authentic educational contexts to afford ecological validity, (3) drawing on established theories of motivation, (4) investigating a wide breadth of motivational constructs, and (5) analyzing mediators and moderators of strategy effects. Methods The planned review will use database searching, registry searching, and hand searching to identify studies comparing motivational design strategies for web-based instruction, delivered to learners in HPE. Studies will be considered from 1990 onward. Two team members will independently screen studies and extract data from the included studies. During extraction, we will record information on the design characteristics of the studies, the theories of motivation they are informed by, the motivational constructs they target, and the mediators and moderators they consider. Results We have executed our database and registry searches and have begun screening titles and abstracts. Conclusions By appraising the characteristics of studies that have focused on the motivational design of web-based instruction in HPE, the planned review will produce recommendations that will ensure impactful programs of future research in this crucial educational space. Trial Registration PROSPERO CRD42022359521; https://tinyurl.com/57chuzf6 International Registered Report Identifier (IRRID) DERR1-10.2196/42681

show abstract

Section: Database Searchingmentioning

confidence: 99%

Motivational Design for Web-Based Instruction in Health Professions Education: Protocol for a Systematic Review and Directed Content Analysis

Gavarkovs¹,

Kusurkar²,

Kulasegaram³

et al. 2022

JMIR Res Protoc

View full text Add to dashboard Cite

show abstract

“…Im Rahmen eines weiteren systematischen Review [5], welches 29 randomisierte kontrollierte Studien in einer Metaanalyse einschloss, konnte hinsichtlich des Wissenserwerbs sowie der Entwicklung kognitiver und prozeduraler Fertigkeiten kein Benefit durch Anwendung von Serious Games im Vergleich zu alternativen Lernmethoden nachgewiesen werden. Es konnten jedoch für die Gruppe der Serious Games leichte Vorteile bezüglich des Vertrauens in die eigenen Fertigkeiten beobachtet werden.…”

Section: Serious Games In Der Medizinischen Ausbildungunclassified

Vorstellung und Evaluation des haptisch-visuellen, ohrchirurgischen Trainingssystems „HaptiVisT“

Sorge

Eixelberger

Dietz

et al. 2022

Laryngorhinootologie

View full text Add to dashboard Cite

Zusammenfassung Hintergrund Operationen am Felsenbein stellen eine besondere Herausforderung für HNO-Chirurgen dar. Ziel des BMBF-geförderten Projektes war die Entwicklung eines realitätsnahen Trainingssystems für Ohroperationen in Form eines „Serious Game“. Methodik Der vorgestellte Prototyp des HaptiVisT-Systems fungiert als ohrchirurgisches Trainingssystem mit visueller Rückkopplung durch einen brillenlosen 3D-Monitor und haptischer Rückkopplung durch einen den Bohrer simulierenden Haptik-Arm. Eine Vielfalt von Trainingsmöglichkeiten wird durch 3 verfügbare chirurgische Prozeduren (Antrotromie, Mastoidektomie, posteriore Tympanotomie) gewährleistet. Ein gewichtetes Punktesystem ermöglicht die Messbarkeit des Trainingserfolgs. Im Zuge der technischen Entwicklung des Prototyps erfolgte eine prospektive Evaluation durch 8 HNO-Ärzte und 4 Studierende u.a. hinsichtlich der Lerninhalte und Benutzerfreundlichkeit. Zur Anwendung kam ein standardisierter Fragebogen (Ordinalskala: 1=sehr gut bis 5=sehr schlecht). Ergebnisse Hinsichtlich der Lerninhalte ergaben die Aspekte „Festigung Anatomie (Mittelwert=1,58)“, „Training Hand-Augen-Koordination (1,67)“, „Übertragbarkeit in die Praxis (1,83)“ und „Nützlichkeit für die Praxis (1,33)“ gute bis sehr gute Werte. Die Benutzerfreundlichkeit zeigte für die Aspekte „Realitätsnähe (2,29)“, „Zusammenspiel Haptik und Optik (2,33)“ sowie „Immersion in das Trainingssystem (1,89)“ ebenfalls gute Werte. Der „Motivationsfaktor“ war bei allen Testpersonen sehr hoch (1,2). Schlussfolgerung Das ohrchirurgische Trainingssystem HaptiVisT bietet die Möglichkeit des immersiven Trainings von Ohroperationen. Eine Integration in den klinischen Alltag und insbesondere in die ärztliche Weiterbildung zum HNO-Facharzt erscheint daher sinnvoll.

show abstract

“…Descriptive reviews allow the identification of trends in a representative sample of published literature regarding prespecified methodological or theoretical elements [13]. This descriptive review builds on the methods used and results found in a previous systematic review aimed at evaluating the efficacy of SGs in health care professions education [14,15].…”

Section: Review Designmentioning

confidence: 99%

“…For a previous systematic review [14], we developed a search strategy to identify randomized controlled trials (RCTs), evaluating the efficacy of SGs among health care professionals and students. The complete search strategy for all bibliographical databases is also presented in Multimedia Appendix 1.…”

Section: Reference Identification and Selectionmentioning

confidence: 99%

Involvement of End Users in the Development of Serious Games for Health Care Professions Education: Systematic Descriptive Review

Maheu‐Cadotte¹,

Dubé²,

Cossette³

et al. 2021

JMIR Serious Games

Self Cite

View full text Add to dashboard Cite

Background: On the basis of ethical and methodological arguments, numerous calls have been made to increase the involvement of end users in the development of serious games (SGs). Involving end users in the development process is considered a way to give them power and control over educational software that is designed for them. It can also help identify areas for improvement in the design of SGs and improve their efficacy in targeted learning outcomes. However, no recognized guidelines or frameworks exist to guide end users' involvement in SG development. Objective: The aim of this study is to describe how end users are involved in the development of SGs for health care professions education. Methods:We examined the literature presenting the development of 45 SGs that had reached the stage of efficacy evaluation in randomized trials. One author performed data extraction using an ad hoc form based on a design and development framework for SGs. Data were then coded and synthesized on the basis of similarities. The coding scheme was refined iteratively with the involvement of a second author. Results are presented using frequencies and percentages.Results: End users' involvement was mentioned in the development of 21 of 45 SGs. The number of end users involved ranged from 12 to 36. End users were often involved in answering specific concerns that arose during the SG design (n=6) or in testing a prototype (n=12). In many cases, researchers solicited input from end users regarding the goals to reach (n=10) or the functional esthetics of the SGs (n=7). Most researchers used self-reported questionnaires (n=7). Conclusions:Researchers mentioned end users' involvement in the development of less than half of the identified SGs, and this involvement was also poorly described. These findings represent significant limitations to evaluating the impact of the involvement of end users on the efficacy of SGs and in making recommendations regarding their involvement.

show abstract

Efficacy of Serious Games in Healthcare Professions Education

Cited by 44 publications

References 67 publications

Motivational Design for Web-Based Instruction in Health Professions Education: Protocol for a Systematic Review and Directed Content Analysis

Motivational Design for Web-Based Instruction in Health Professions Education: Protocol for a Systematic Review and Directed Content Analysis

Vorstellung und Evaluation des haptisch-visuellen, ohrchirurgischen Trainingssystems „HaptiVisT“

Involvement of End Users in the Development of Serious Games for Health Care Professions Education: Systematic Descriptive Review

Contact Info

Product

Resources

About