Game-based learning in medical education

Xu, Maosen; Luo, Yunbo; Xia, Rong; Qian, Hong; Zou, Xinyu

doi:10.3389/fpubh.2023.1113682

Cited by 26 publications

(19 citation statements)

References 73 publications

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“…Gamification learning has been introduced into medical education for years and includes both board games and tabletop exercises. It is usually described as a problem‐based, student‐centred learning method by which participants learn to actively solve problems, and it can include both lectures and tests (Nakada, 2017; Xu et al, 2023; Zohari et al, 2023). Although the impact of gamification learning on students' performance is controversial, most studies affirm its benefits in increasing learning enthusiasm (Nakada, 2017; Xu et al, 2023; Zohari et al, 2023).…”

Section: Discussionmentioning

confidence: 99%

Action‐time‐controlled tabletop gamification improves physician‒nurse collaborative emergency room evacuation training

Wang,

Chang,

Hong

et al. 2024

Contingencies & Crisis Mgmt

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This article is an example of Lessons from the Field highlighting the practical implementation of a novel time‐controlled mechanism in the gamification of emergency department evacuation training via tabletop exercise. Tabletop exercise is one of the most common drill types for disaster preparedness. It is easy to use, effective, and low in cost, but it has some shortcomings. For example, its lack of authenticity is often criticized. We add a time‐control mechanism to the tabletop exercise and use settings similar to real events in an attempt to increase the authenticity of the tabletop exercise and the learning effect. We completed a 3‐h tabletop gamification of emergency room evacuation, which included a time control mechanism. Medical staff in our emergency department were asked to join this tabletop training. We evaluated the effectiveness of the time‐control tabletop exercise through the results of the pretest and posttests and feedback from the participants. A total of 97 emergency medical staff from the Emergency Department of Cheng Kung University Hospital, including 64 nurses, 29 emergency doctors and four nurse practitioners, participated in this tabletop exercise. After experiencing the time‐control tabletop exercise, the participants significantly improved their approach to mass casualty incidents, their method for evacuating patients, and their triage skills. The correct answer rate for the pretest and post‐test rose from 68.75% to 94.33% with statistically significant. The feedback from the participants also showed that the time‐control tabletop exercise was interesting and could increase learning motivation. The time‐control mechanism had a positive impact on the learning effect. It increased the reality of tabletop exercises, promoted participants' learning motivation, and improved their performance on the test.

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Section: Discussionmentioning

confidence: 99%

Action‐time‐controlled tabletop gamification improves physician‒nurse collaborative emergency room evacuation training

Wang,

Chang,

Hong

et al. 2024

Contingencies & Crisis Mgmt

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“…These results align with previous research indicating that hands-on, interactive learning methods are more effective than traditional lecture-style formats. [7][8][9][10][11][12][13]31 The success of this workshop is likely related to the many novel learning techniques incorporated into the learning process including peer-to-peer learning, simulation-based learning, and gami ed-learning.…”

Section: Discussionmentioning

confidence: 99%

“…Gami ed learning platforms include but are not limited to: simulation-based learning experiences with virtual patient encounters, mobile medical apps and electronic video games. 12 The studied advantages of gami ed learning are still emerging, with bene ts including include increased engagement of students and enjoyment of learning activities. 13 Since the 2001 report "Crossing the Quality Chasm: A New Healthcare System for the 21 st Century", medical education has evolved to encompass increasing interdisciplinary topics, and expand beyond the "siloed" approach of the 20 th century.…”

Section: Introductionmentioning

confidence: 99%

Simulation-Based, Peer-to-Peer Learning of a Technical Skill for Pre-Clinical Medical Students

Bederson,

McNicholas,

Jamison

et al. 2024

Preprint

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Background Simulation is a promising tool for medical education of technical skills without the risk of harm to patients. The aim of this project was to design, implement, and assess the impact of an hour-long, student-led, point-of-care ultrasound (POCUS) workshop for first-year medical students, which included novel learning methods. The primary goal was to increase confidence, comfort, and competence in a technical skill. Methods Students’ baseline understanding of POCUS was assessed with pre- and post-workshop surveys, which included a Likert scale for rating confidence, and multiple-choice answer questions. The workshop itself consisted of a ten-minute didactics’ session, which emphasized the principles of echogenicity using light-logic, and three hands-on stations for the practice of skills including: probe handling, object identification and ultrasound-guided needle aspiration of a simulated soft-tissue abscess. Molds were made on site with a mixture of Jell-O and Psyllium using previously published methods. Pre- and post-workshop survey entries were collected and analyzed for statistical significance. Results Every student from the first-year medical class at the researchers’ institution participated in this workshop (N = 57), with 55 surveys included for analysis. Surveys were performed anonymously. Results showed a significant improvement in self-assessed comfort and confidence with newly learned ultrasound skills and clinical applications. In total, 87.3% of students reported an improved understanding of POCUS, 93% endorsed a benefit from the experience to their learning, and 89% endorsed improvement of their clinical skills. Free responses for feedback highlighted a desire for more practice, more time, and more frequent activities similar to the one described herein. Conclusions The described activity resulted in overwhelmingly positive feedback from students and measured substantial improvement in subjective and objective understanding of POCUS. Further work is needed to assess the effectiveness of the individual components of the activity and long-term retention of knowledge learned.

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“…These results are important as positive experiences derived from playing games have good effects on learning outcomes. In addition, game-based learning activities must be designed to promote positive and immersive experiences to bring about improvement in learning outcomes, 32 although the effects of immersion and positive experience toward science learning outcomes are not straightforward and are complicated. 33 It is also noteworthy that students, in terms of engagement, reported the lowest in terms of tiredness.…”

Section: Student's Game Experiencementioning

confidence: 99%

Go Carb Deck: A Card Game for Teaching Classification of Simple Monosaccharides

Badajos,

Obsioma,

Tungal

et al. 2023

J. Chem. Educ.

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One approach that has been gaining significant attention among chemistry education scholars and practitioners is the employment of game-based learning to teach least-learned and difficult topics at various educational levels. One reason for this is that it promotes active, constructive learning and makes learning science a fun experience through educational games. As such, this study aims to design, develop, and evaluate a card game that can be used to teach the classification of simple monosaccharides to high school students. The developed card game was tested on a class of high school students to investigate the improvement in their academic achievement. Player experience was also evaluated using an adopted game experience questionnaire that explored three components: in-game, postgame, and social presence experience. The results showed significant improvements in academic achievement (t(45) = −11.97, p = 0.00001, d = 2.55) which implies that the developed card game can be used as teaching material on classifying simple monosaccharides. Results also demonstrate that the students were immersed, challenged, and in flow and had a positive affect while minimal tiredness and negative experience were reported. Students also reported high empathy and behavioral involvement after playing the game. These results, while preliminary, provide important clues on how games and gameful experiences can serve as the basis for developing educational games to teach abstract concepts in chemistry in a fun and challenging way.

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Game-based learning in medical education

Cited by 26 publications

References 73 publications

Action‐time‐controlled tabletop gamification improves physician‒nurse collaborative emergency room evacuation training

Action‐time‐controlled tabletop gamification improves physician‒nurse collaborative emergency room evacuation training

Simulation-Based, Peer-to-Peer Learning of a Technical Skill for Pre-Clinical Medical Students

Go Carb Deck: A Card Game for Teaching Classification of Simple Monosaccharides

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