Gamification and Game-Based Strategies for Dermatology Education: Narrative Review

Abstract

Background Game-based approaches, or gamification, are popular learning strategies in medical education for health care providers and patients alike. Gamification has taken the form of serious educational games and simulations to enable learners to rehearse skills and knowledge in a safe environment. Dermatology learners in particular may benefit from gamification methods, given the visual and procedural nature of the field. Objective This narrative review surveys current applications of gamification within general medical training, in the education of dermatology students, and in dermatology patient outreach. Methods A literature search was performed using PubMed, Google Scholar, and ResearchGate to access and review relevant medical education- and dermatology-related gamification studies published in peer-reviewed journals. Two independent researchers with education and experience in dermatology screened publications to select studies featuring a diversity of gamification approaches and study subjects for in-depth examination. Results A total of 6 general medical education–related and 7 dermatology-specific gamification studies were selected. Gamification generally increased motivation and engagement, improved reinforcement of learning objectives, and contributed to more enjoyable and positive educational experiences compared to traditional modes of instruction. Enhancing examination scores, building confidence, and developing stronger team dynamics were additional benefits for medical trainees. Despite the abundance of gamification studies in general medical education, comparatively few instances were specific to dermatology learning, although large organizations such as the American Academy of Dermatology have begun to implement these strategies nationally. Gamification may also a provide promising alternative means of diversifying patient education and outreach methods, especially for self-identification of malignant melanoma. Conclusions Serious games and simulations in general medical education have successfully increased learner motivation, enjoyment, and performance. In limited preliminary studies, gamified approaches to dermatology-specific medical education enhanced diagnostic accuracy and interest in the field. Game-based interventions in patient-focused educational pilot studies surrounding melanoma detection demonstrated similar efficacy and knowledge benefits. However, small study participant numbers and large variability in outcome measures may indicate decreased generalizability of findings regarding the current impact of gamification approaches, and further investigation in this area is warranted. Additionally, some relevant studies may have been omitted by the simplified literature search strategy of this narrative review. This could be expanded upon in a secondary systematic review of gamified educational platforms.

Dropout Rate in Digital Health Interventions for the Prevention of Skin Cancer: Systematic Review, Meta-analysis, and Metaregression

“…The gamification principles of meaningful purpose, meaningful choice, supporting player archetypes, feedback, and visibility proposed by Floryan et al [ 66 ] could enhance the user experience and engagement within digital health interventions. Gamification could increase motivation, reinforce learning objectives, and increase enjoyment and positive experiences in dermatological education and prevention approaches [ 9 ]. Likewise, programmed reminders are an effective way to promote prevention habits, highlighted by the use of text messages in dermatology [ 64 ].…”

“…The former can be defined as interventions provided through a digital environment such as web-based interventions, smartphone apps, SMS text messaging, web-based videos, or wearable devices [ 7 ]. Digital approaches to the prevention of skin cancer present additional advantages such as feedback, interactivity, accessibility, and gamification, which make them suitable and attractive for stakeholders [ 8 , 9 ]. Conversely, possible drawbacks of digital strategies in dermatology could be their availability, financial aspects, reliability, security, confidentially, and lack of education and training of the user [ 10 ].…”

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

“…Studies will also be identified by hand searching the reference lists of previous systematic reviews related to web-based instruction in HPE [38,44,[49][50][51][52][53][54][55][56][57][58].…”

“…Although previous reviews have focused on motivational design features of web-based instruction in HPE [38,44,[49][50][51][52][53][54][55][56][57][58], none have sought to (1) achieve the specific goal of using existing evidence to refine models of motivational design, (2) propose which types of evidence will be required to meet this goal, (3) identify the study designs that can generate such evidence (eg, studies comparing motivational design strategies), and (4) appraise the degree to which studies have generated such evidence. Thus, the value of our review lies in its ability to appraise where we have been and to inform where we ought to go.…”

Comparison of the efficacy between game-based learning and pamphlet on enhancing recognition of common cutaneous malignancies in Thai younger adults

“…In dermatology, game-based interventions promoted learner motivation, enjoyment, and favorable performances (Szeto et al, 2021). Jia et al (2020) demonstrated the effectiveness of the gamified intervention in order to educate young participants on the visual identification of melanoma.…”