You Have a Message! Social Networking as a Motivator for FLS Training

Petrucci, Andrea; Kaneva, Pepa; Lebedeva, E. V.; Feldman, Liane S.; Fried, Gerald M.; Vassiliou, Melina C.

doi:10.1016/j.jsurg.2014.10.007

Cited by 14 publications

(14 citation statements)

References 16 publications

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“…In academic literature, various game elements have been proposed to improve the learning experience in gamification, e.g. rewards, leader boards and social elements (Petrucci et al 2015;Van Dongen et al 2008). In addition, grey literature also lists vast amounts of different types of game elements (Marczewski 2017), which-though lacking an academic framework or basis-have been used in previous research (Wells 2018).…”

Section: Game Elements and Game Attributesmentioning

confidence: 99%

“…For instance, two comparable studies using assessment and conflict/challenge attributes each reported increased use of simulators, but did not investigate or report learning outcomes (Kerfoot and Kissane 2014;Van Dongen et al 2008). Two different studies in which the same gamified elements were used also found that the use of simulators had increased (El-Beheiry et al 2017;Petrucci et al 2015), but only one study found improved performance (El-Beheiry et al 2017).…”

Section: Effects Of Gamified Learning Interventionsmentioning

confidence: 99%

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Gamification of health professions education: a systematic review

Gaalen

Brouwer

Schönrock-Adema

et al. 2020

Adv in Health Sci Educ

292

223

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Gamification refers to using game attributes in a non-gaming context. Health professions educators increasingly turn to gamification to optimize students’ learning outcomes. However, little is known about the concept of gamification and its possible working mechanisms. This review focused on empirical evidence for the effectiveness of gamification approaches and theoretical rationales for applying the chosen game attributes. We systematically searched multiple databases, and included all empirical studies evaluating the use of game attributes in health professions education. Of 5044 articles initially identified, 44 met the inclusion criteria. Negative outcomes for using gamification were not reported. Almost all studies included assessment attributes (n = 40), mostly in combination with conflict/challenge attributes (n = 27). Eight studies revealed that this specific combination had increased the use of the learning material, sometimes leading to improved learning outcomes. A relatively small number of studies was performed to explain mechanisms underlying the use of game attributes (n = 7). Our findings suggest that it is possible to improve learning outcomes in health professions education by using gamification, especially when employing game attributes that improve learning behaviours and attitudes towards learning. However, most studies lacked well-defined control groups and did not apply and/or report theory to understand underlying processes. Future research should clarify mechanisms underlying gamified educational interventions and explore theories that could explain the effects of these interventions on learning outcomes, using well-defined control groups, in a longitudinal way. In doing so, we can build on existing theories and gain a practical and comprehensive understanding of how to select the right game elements for the right educational context and the right type of student.

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Section: Game Elements and Game Attributesmentioning

confidence: 99%

Section: Effects Of Gamified Learning Interventionsmentioning

confidence: 99%

Gamification of health professions education: a systematic review

Gaalen

Brouwer

Schönrock-Adema

et al. 2020

Adv in Health Sci Educ

292

223

View full text Add to dashboard Cite

show abstract

“…As applied to traditional forms of training and e‐learning, which is often individualistic, Web 2.0 tools allow for a “sharing‐based learning” that can give employees more control and choice over how they learn and with whom they share learning. For example, surgical residents in a laparoscopic surgery training using Wiggio (a collaborative online tool that allows learners to work and interact in groups using email, polling, performance tracking, text messages, file sharing, and chatrooms) reported higher content engagement, increased practice sessions, and a higher frequency of knowledge sharing than did the control group (Petrucci et al, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

“…As applied to traditional forms of training and e-learning, which is often individualistic, Web 2.0 tools allow for a "sharing-based learning" that can give employees more control and choice over how they learn and with whom they share learning. For example, surgical residents in a laparoscopic surgery training using Wiggio (a collaborative online tool that allows learners to work and interact in groups using email, polling, performance tracking, text messages, fi le sharing, and chatrooms) Volume 29, Number 3 / 2016 DOI: 10.1002/piq 235 reported higher content engagement, increased practice sessions, and a higher frequency of knowledge sharing than did the control group (Petrucci et al, 2015 ). Regarding transfer of learning (i.e., after the training has ended), Stone ( 2009 ) notes that using social bookmarking and participating in blogs and discussion forums to collaboratively work on projects may act as catalyst for learning transfer, given that learners usually receive less guidance applying their new knowledge and skills after a training program.…”

Section: Web 20 and Transfermentioning

confidence: 99%

“…Web 2.0 tools support communicating, collaborating, and sharing knowledge to enable personal knowledge management that facilitates collaboration and knowledge exchanges (Razmerita, Kirchner, & Sudzina, 2009 ), and includes social media outlets such as wikis, blogs, and podcasts. Although fi ndings on the impact of Web 2.0 on informal workplace learning (Gu, Churchill, & Lu, 2014 ) and the utility of particular social media tools (Petrucci et al, 2015 ) suggest that workplace learning professionals are beginning to explore learning and development implications of Web 2.0, most of the literature has focused on training design and development rather than learning transfer. As applied to learning transfer, Web 2.0 tools have the potential to accelerate employee application of acquired skills in their work through electronic performance cuing and tracking of acquired skills, sharing new learning through social media, and engaging expertise through live chats and wikis.…”

mentioning

confidence: 99%

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Web 2.0 and Transfer: Trainers' Use of Technology to Support Employees' Learning Transfer on the Job

Hester¹,

Hutchins²,

Burke-Smalley³

2016

Perf Improvement Qrtly

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We steer transfer research in a new direction by examining the use of Web 2.0 technologies for supporting learning transfer resulting from formal training. We report survey results from training professionals (N = 83) on how their organization uses such methods to cue and support workers’ application of learned knowledge and skills on the job. Guided by the technology acceptance model (TAM) theory, we examined predictor variables found to influence technology use based on empirical and theoretical support in the information technology (IT) literature. Results indicate that trainers are influenced by several individual factors (computer experience, computer anxiety, and computer self‐efficacy), as well as their organization's learning climate, to use Web 2.0 tools to support transfer of learning. Trainers also prefer to use social media, networking applications, and visual media to support transfer among learners. We discuss implications for using Web 2.0 technologies in support of learning transfer and provide directions for future workplace learning research.

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The Fun Factor: Does Serious Gaming Affect the Volume of Voluntary Laparoscopic Skills Training?

IJgosse

Goor²,

Rosman³

et al. 2020

World j. surg.

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Background The availability of validated laparoscopic simulators has not resulted in sustainable high-volume training. We investigated whether the validated laparoscopic serious game Underground would increase voluntary training by residents. We hypothesized that by removing intrinsic barriers and extrinsic barriers, residents would spend more time on voluntary training with Underground compared to voluntary training with traditional simulators. Methods After 1 year, we compared amount of voluntary time spent on playing Underground to time spent on all other laparoscopic training modalities and to time spent on performing laparoscopic procedures in the OR for all surgical residents. These data were compared to resident’ time spent on laparoscopic activities over the prior year before the introduction of Underground. Results From March 2016 until March 2017, 63 residents spent on average 20 min on voluntary serious gaming, 17 min on voluntary simulator training, 2 h and 44 min on mandatory laparoscopic training courses, and 14 h and 49 min on laparoscopic procedures in the OR. Voluntary activities represented 3% of laparoscopic training activities which was similar in the prior year wherein fifty residents spent on average 33 min on voluntary simulator training, 3 h and 28 min on mandatory laparoscopic training courses, and 11 h and 19 min on laparoscopic procedures. Conclusion Serious gaming has not increased total voluntary training volume. Underground did not mitigate intrinsic and extrinsic barriers to voluntary training. Mandatory, scheduled training courses remain needed. Serious gaming is flexible and affordable and could be an important part of such training courses.

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You Have a Message! Social Networking as a Motivator for FLS Training

Cited by 14 publications

References 16 publications

Gamification of health professions education: a systematic review

Gamification of health professions education: a systematic review

Web 2.0 and Transfer: Trainers' Use of Technology to Support Employees' Learning Transfer on the Job

The Fun Factor: Does Serious Gaming Affect the Volume of Voluntary Laparoscopic Skills Training?

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