Serious game is an effective learning method for primary health care education of medical students: A randomized controlled trial

Tubelo, Rodrigo Alves; Portella, Fernando Freitas; Gelain, Marco Antônio Smiderle; Oliveira, Mônica Maria Celestina de; Oliveira, Ana Emília Figueiredo de; Dahmer, Alessandra; Pinto, Maria Eugênia Bresolin

doi:10.1016/j.ijmedinf.2019.08.004

Cited by 32 publications

(22 citation statements)

References 31 publications

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“…This long-term benefit is however lower than the post-immediate one. A decrease in scores after several weeks in comparison with the post-immediate is recurrently described in the literature [21,22], indicating the potential need for booster sessions. Similar enthusiastic teaching was already applied by Roze et al, demonstrating its efficiency in facilitating long term memory [23].…”

Section: Discussionmentioning

confidence: 89%

Prospective study on a fast-track training in psychiatry for medical students: the psychiatric hat game

et al. 2020

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Background While medical students are losing interest in lectures in favor of other educational materials, many studies suggest the benefit of active learning, combined with gamified educational tools. The authors developed a psychiatric adaptation of the « Hat Game ». It was hypothesised that this game would increase both knowledge and motivation in medical students toward psychiatric semiology. The aim of the study was to assess the benefit of a Psychiatric Hat Game session for learning psychiatric symptoms in third-year medical students. Student performance was also evaluated at 3 months. Methods This gamified fast-track training consists of two teams and each team has to guess as many psychiatric semiology terms as possible using different techniques (i.e. speech, mime). The study involved a pre- and post-evaluation of knowledge (Multiple Choice Questions) and a satisfaction survey. Baseline, post-immediate, and three-months scores were compared by using Friedman analysis for paired samples. Comparisons of mean scores at two different times were performed by using Wilcoxon test for paired samples. Results One hundred and sixty-six students were proposed to take part in the study. Among them 129 completed the whole program (response rate = 77.7%). Mean scores measured at the three points in time were significantly different (p < 0.001, N = 129). Knowledge mean scores were significantly higher after the game than before (+ 28.6%, p < 0.001). Improvement was maintained 3 months after the game (+ 18.9%, p < 0.001). Satisfaction survey items highlighted that students enjoyed and would recommend this type of gamified training. Conclusions The Psychiatric Hat Game improved knowledge of psychiatric semiology in medical students. Results suggest that it is a promising and efficient tool to playfully teach medical semiology, with transferable features, utility and acceptability from one medical field to another. This study contributes to the growing body of knowledge advocating for serious games and gamified training in medical education.

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Section: Discussionmentioning

confidence: 89%

Prospective study on a fast-track training in psychiatry for medical students: the psychiatric hat game

et al. 2020

View full text Add to dashboard Cite

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“…This long-term bene t is however lower than the post-immediate one. A decrease in scores after several weeks in comparison with the post-immediate is recurrently described in the literature [21,22], indicating the potential need for booster sessions. Similar enthusiastic teaching was already applied by Roze et al, demonstrating its e ciency in facilitating long term memory [23].…”

Section: Discussionmentioning

confidence: 89%

Prospective study on a fast-track training in psychiatry for medical students: The Psychiatric Hat Game

Clément

Delage

Chollier

et al. 2020

Preprint

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Background: While medical students are losing interest in lectures in favor of other educational materials, many studies suggest the benefit of active learning, combined with gamified educational tools. The authors developed a psychiatric adaptation of the « Hat Game ». It was hypothesised that this game would increase both knowledge and motivation in medical students toward psychiatric semiology. The aim of the study was to assess the benefit of a Psychiatric Hat Game session for learning psychiatric symptoms in third-year medical students. Student performance was also evaluated at 3 months.Methods: This gamified fast-track training consisted of two teams and each team must guess as many psychiatric semiology terms as possible using different techniques (i.e. speech, mime). The study involved a pre- and post-evaluation of knowledge (Multiple Choice Questions) and a satisfaction survey. Baseline, post-immediate, and three-months scores were compared by using Friedman analysis for paired samples. Comparisons of mean scores at two different times were performed by using Wilcoxon test for paired samples.Results: Knowledge mean scores were significantly higher after the game than before (+ 28.6%, p < 0.001). Improvement was maintained three months after the game (+ 18.9%, p < 0.001). Satisfaction survey items highlighted that students enjoyed and would recommend this type of gamified training.Conclusions: The Psychiatric Hat Game improved knowledge of psychiatric semiology in medical students. Results suggest that it is a promising and efficient tool to playfully teach medical semiology, with transferable features, utility and acceptability from one medical field to another. This study contributes to the growing body of knowledge advocating for serious games and gamified training in medical education.

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“…This is supported by Pinto's research (2019) by examining respondents' emotional reactions after being givenshows audiovisual viewed throughactivity electrodermal and by pupillometry the results of the study mention audiovisuals are effective in increasing and understanding information so as to increase knowledge. [11] Based on Wallace's research (2019) education with video views can increase the knowledge and value of respondents' confidence because in the video there are clinical demonstrations that are practiced directly. [12] Responden will have illustrations directly from the presentation making it easier for mothers to apply it.…”

Section: Disscusionmentioning

confidence: 99%

Antenatal Education Model Based Gamification in Terms of Knowledge and Attitude Among Pregnant Women in the Antenatal Classes

Putri¹,

Rasipin²,

Santoso³

2020

IJISRT

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The maternal mortality rate remain high in Indonesia. MMR in Indonesia around 80% of obstetric problems. Indonesia has developed the antenatal class program to improving knowledge and attitude for pregnant women. Antenatal class is an important component for pregnant women to improve their knowledge and skills during pregnancy, childbirth and the postnatal period. Educational methods using conventional methods are becoming obsolete and innovative educational methods have been developed. The aim of the research is to create antenatal education model based gamification to improve knowledge and attitude of pregnant women.The research we implemented Research and Development (R&D) method and quasi experimental with a control group pre-test and post-test design. Research subjects pregnant women were given education by ladder snakes and the control group by pregnancy booklets for 10 days meeting. The results show that antenatal education model is worthy of a education media with p-value of 0,000 and the application of this education based gamification after 10 days is effective in increasing knowledge (p=0,001) and attitudes (p=0,001) better than control group. According of the resultsAn antenatal education based on gamification is reliebel to improving knowledge and attitudes of pregnant women. An antenatal education based on gamification can be applied to antenatal classes

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Serious game is an effective learning method for primary health care education of medical students: A randomized controlled trial

Cited by 32 publications

References 31 publications

Prospective study on a fast-track training in psychiatry for medical students: the psychiatric hat game

Prospective study on a fast-track training in psychiatry for medical students: the psychiatric hat game

Prospective study on a fast-track training in psychiatry for medical students: The Psychiatric Hat Game

Antenatal Education Model Based Gamification in Terms of Knowledge and Attitude Among Pregnant Women in the Antenatal Classes

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