Evaluation of two different poverty simulations with professional phase pharmacy students

Smith, Carriann; Ryder, Priscilla T.; Blais, Meghan; Schneck, Ryan

doi:10.1016/j.cptl.2017.05.018

Cited by 13 publications

(21 citation statements)

References 10 publications

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“…Concerning long‐term explicit attitude change, only a few studies examined it using self‐report scales (e.g., Duncan et al, 2018; Smith et al, 2017). To our knowledge, only two of those with long‐term measures included a control condition (Kampf, 2016b; Ruggiero, 2015).…”

Section: Study Backgroundmentioning

confidence: 99%

Can video games change attitudes towards history? Results from a laboratory experiment measuring short‐ and long‐term effects

Kolek

Šisler

Martinková

et al. 2021

Computer Assisted Learning

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This study investigates a video game's effects on implicit and explicit attitudes towards depicted historical events in the short‐ and long‐term on a sample of 148 young adults. We used, as an intervention tool, a serious game Czechoslovakia 38–89: Borderlands that deals with the expulsion of the Sudeten Germans from the former Czechoslovakia after the WWII. Results showed more negative pretest‐posttest explicit attitude changes towards the expulsion on a general level (d = −0.34) and a specific level (d = −0.53) compared to the control group. Over the long‐term, group differences in attitude change remained significant for the specific level (d = −0.44), but not for general one (d = −0.16). Exploratory analysis on the item level indicated that especially attitudes towards the expulsion's (un)fairness were affected by the game. However, no significant changes were found in implicit attitudes in the experimental group. This study is the first of such scale to empirically investigate video games' effects on a society's historical awareness.

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Section: Study Backgroundmentioning

confidence: 99%

Can video games change attitudes towards history? Results from a laboratory experiment measuring short‐ and long‐term effects

Kolek

Šisler

Martinková

et al. 2021

Computer Assisted Learning

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“…The bibliographic search identified 1,521 studies; 1,449 were excluded after analyzing for duplicates and reading titles and abstracts. Then, 72 studies were selected for full-text reading; seven of the studies met the inclusion criteria (Berger et al, 2018; Bindoff et al, 2014; Hookham et al, 2015; Kinkade et al, 1995; Lambertsen et al, 2016; Smith et al, 2016; Smith et al, 2017). The references included in these studies were manually reviewed and 16 potentially relevant studies were identified.…”

Section: Resultsmentioning

confidence: 99%

“…These studies were performed in America, Europe, and Oceania. Three studies (42.85%) were performed in the United States of America (Kinkade et al, 1995; Smith et al, 2016; Smith et al, 2017). The most-frequent design studies were randomized controlled studies (n = 3; 42.85%) (Berger et al, 2018; Bindoff et al, 2014; Kinkade et al, 1995) and before-and-after studies without a control group (n = 2; 28.57%) (Smith et al, 2016; Smith et al, 2017).…”

Section: Resultsmentioning

confidence: 99%

“…Three studies (42.85%) were performed in the United States of America (Kinkade et al, 1995; Smith et al, 2016; Smith et al, 2017). The most-frequent design studies were randomized controlled studies (n = 3; 42.85%) (Berger et al, 2018; Bindoff et al, 2014; Kinkade et al, 1995) and before-and-after studies without a control group (n = 2; 28.57%) (Smith et al, 2016; Smith et al, 2017). Furthermore, a majority of the studies (n = 6; 85.71%) failed to report the duration of the study (Berger et al, 2018; Bindoff et al, 2014; Hookham et al, 2015; Kinkade et al, 1995; Lambertsen et al, 2016; Smith et al, 2016).…”

Section: Resultsmentioning

confidence: 99%

“…Furthermore, a majority of the studies (n = 6; 85.71%) failed to report the duration of the study (Berger et al, 2018; Bindoff et al, 2014; Hookham et al, 2015; Kinkade et al, 1995; Lambertsen et al, 2016; Smith et al, 2016). The only study that reported this variable took nine months (Smith et al, 2017).…”

Section: Resultsmentioning

confidence: 99%

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Effect of Digital Serious Games Related to Patient Care in Pharmacy Education: A Systematic Review

Silva

Pereira

Araújo

et al. 2021

Simulation & Gaming

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Background. In recent years, the use of digital serious games in the education of healthcare students and professionals has been frequent. However, there are no high-level evidence studies focused on the effect of this tool in the development of patient care-related competencies in pharmacy education. Aim. To assess the effect of digital serious games on learning about patient care in pharmacy education. Methods. The Cochrane Library, ERIC, Embase, IPA, LILACS, PubMed, Scopus, and Web of Science databases were reviewed to identify relevant studies published up to October 2, 2018. Standardized and non-standardized terms including “games,” “serious games,” “pharmacy education,” “pharmacists,” and “pharmacy students” were used as search terms. The quality of the studies was assessed using validated tools. Results and Discussion. Of the 1,521 studies reviewed, seven met the eligibility criteria. Three studies were performed in the United States (42.85%). The most-frequent design studies were randomized controlled studies (n = 3; 42.85%). The number of participants ranged between 6 and 354. In most cases, game scenarios were based on simulations in which users performed the role of the pharmacist (n = 5; 71.42%). The predominant primary outcome was attitudes (n = 5; 71.42%) related to patient care. Only one study (14.27%) demonstrated significant improvements in the assessed primary outcomes. The methodology of the included studies lacked robustness. Conclusion. The effect of learning technological tools on patient care-related competencies was not significant in most of the included studies. Future studies must provide high-quality, integrated-manner evidence on the effect of digital serious games in pharmacy education (knowledge, skills, and attitudes) to facilitate the transfer of learning to real-life scenarios and changes in organizational practices.

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Using a mock board of pharmacy disciplinary hearing to teach concepts related to administrative law, addiction, empathy, and professionalism

Parker

Mager

Aronson

et al. 2018

Currents in Pharmacy Teaching and Learning

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Evaluation of two different poverty simulations with professional phase pharmacy students

Cited by 13 publications

References 10 publications

Can video games change attitudes towards history? Results from a laboratory experiment measuring short‐ and long‐term effects

Can video games change attitudes towards history? Results from a laboratory experiment measuring short‐ and long‐term effects

Effect of Digital Serious Games Related to Patient Care in Pharmacy Education: A Systematic Review

Using a mock board of pharmacy disciplinary hearing to teach concepts related to administrative law, addiction, empathy, and professionalism

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