Introduction

Jacques, Sabine; Soetendorp, Ruth

doi:10.4337/9781800881006.00007

Cited by 1 publication

(2 citation statements)

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“…Among the studies assessed, three out six studies (50%) highlighted games that aimed to educate players about bacteria and antibiotics, including medication names and modes of action against bacteria. 29 , 31 , 35 However, there was relatively less emphasis on AMS, with only two games (33%) addressing this crucial aspect. 30 , 33 One study, by Castro-Sanchez et al ., 40 explored patient expectations, the role of behaviours in stewardship, and the multidisciplinary roles of professionals to mitigate AMR by evaluating the setting in which games are deployed.…”

Section: Resultsmentioning

confidence: 99%

“… 28 Gamification has been successfully implemented in various contexts such as the intellectual property (IP) game, IntangAbility, proving effective in teaching IP law. 29 By integrating game elements into educational interventions, gamification has the potential to enhance learning outcomes, 30 promote behaviour change 31 and foster active participation 32 in addressing AMR. 16 However, despite the growing popularity of gamified approaches, there is a need to evaluate the effectiveness, scope and characteristics of gamification designed to assess education on AMR.…”

Section: Introductionmentioning

confidence: 99%

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Gamification as an educational tool to address antimicrobial resistance: a systematic review

Nowbuth,

Asombang,

Alaboud

et al. 2023

JAC-Antimicrobial Resistance

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Background Antimicrobial resistance (AMR) poses a serious threat to global healthcare, and inadequate education has been identified as a major challenge by the WHO. The human , animal and agricultural sectors contribute to the emergence of AMR. Gamification has emerged as an innovative tool to improve knowledge and change behaviours. Our study provides an overview of the literature on existing games in prescribers’ education across the One Health sectors, with a particular focus on the impact of gamification on learning. Methods Using the PRISMA guidelines, we searched Cochrane, PubMed, Scopus and Google Scholar for articles related to gamification for future prescribers of antimicrobials from inception until 28 March 2023. Retrieval and screening of articles was done using a structured search protocol with strict inclusion/exclusion criteria. Results A total of 120 articles were retrieved, of which 6 articles met the inclusion criteria for final analysis. High-income countries had the most studies, with one global study incorporating low- to middle-income countries. All games were evaluated in the human sector. Board and card games, featuring scoring and point systems, were the most prevalent game types. Most games focused on improving knowledge and prescribing behaviours of medical students, with bacteria or antibiotics as the only content. All studies highlighted the significant potential of gamification in mitigating AMR, promoting antimicrobial stewardship, and improving retention of information compared with conventional lectures. Conclusions Our review found an absence of studies in the animal and environmental sectors, disproportionately focused on medical students with questionable sample size, inadequate assessment of game content and effectiveness, and opportunities for game developers.

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