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Amir LR, Leonardy IC, Dewatmoko SN, Yanuar R, Suniarti DF, Idrus E, Sipiyaruk K, Puspitawati R. Serious game as oral histology learning strategy for undergraduate dental students; crossover randomized controlled trial. BMC Oral Health 2023; 23:585. [PMID: 37612722 PMCID: PMC10463426 DOI: 10.1186/s12903-023-03286-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/01/2023] [Accepted: 08/04/2023] [Indexed: 08/25/2023] Open
Abstract
BACKGROUND Oral histology is perceived by dental students as a challenging subject and often struggle to recognize the long-term relevance of understanding the cells and tissues at the microscopic level. Serious games have been reported to have a positive effect on student cognitive skills and learning motivation. However, there is still a limited amount of research supporting the effectiveness of serious games as a learning method in dentistry. The present study aimed to evaluate the impact of serious game of HistoRM as a complementary learning strategy for oral histology. METHODS The study design was a crossover randomized controlled trial. A total of 74 first year dental students of Universitas Indonesia participated in the study and divided into 2 groups. Study intervention included HistoRM game for 3 days followed by a combination of HistoRM and script-based handouts for another 4 days. The groups represented different intervention sequences. Evaluation was performed using pre-test, post-test on day 3 and 7 and a questionnaire. RESULTS The data showed significant improvement of student cognitive skills (p < 0.001) and it was influenced by the number of game missions completed. Students who completed the whole 15 missions have a higher day-7 post-tests scores (p = 0.03). Perception of dental students on HistoRM was positive in all domains tested, the learning content, games and learning experience domains. Immediate feedback given after each gameplay helped the students understand the subject matters. CONCLUSION Serious game of HistoRM effectively improved students' understanding of oral histology learning outcome and provided more interesting learning experiences. This innovative learning can be recommended as a complementary learning strategy of oral histology for dental students.
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Affiliation(s)
- Lisa R Amir
- Department of Oral Biology, Faculty of Dentistry, Universitas Indonesia, Salemba Raya No. 4, Jakarta Pusat 10430, Jakarta, Indonesia.
- Dental Education Unit, Faculty of Dentistry, Universitas Indonesia, Jakarta, Indonesia.
| | - Irene C Leonardy
- Dentistry Study Program, Faculty of Dentistry, Universitas Indonesia, Jakarta, Indonesia
| | - Salsabila N Dewatmoko
- Dentistry Study Program, Faculty of Dentistry, Universitas Indonesia, Jakarta, Indonesia
| | - Rezon Yanuar
- Department of Oral Biology, Faculty of Dentistry, Universitas Indonesia, Salemba Raya No. 4, Jakarta Pusat 10430, Jakarta, Indonesia
- Department of Pharmacology, School of Dentistry, Health Sciences University of Hokkaido, Ishikari- Tobetsu, Hokkaido, Japan
| | - Dewi F Suniarti
- Department of Oral Biology, Faculty of Dentistry, Universitas Indonesia, Salemba Raya No. 4, Jakarta Pusat 10430, Jakarta, Indonesia
| | - Erik Idrus
- Department of Oral Biology, Faculty of Dentistry, Universitas Indonesia, Salemba Raya No. 4, Jakarta Pusat 10430, Jakarta, Indonesia
| | - Kawin Sipiyaruk
- Department of Orthodontics, Faculty of Dentistry, Mahidol University, Bangkok, Thailand
| | - Ria Puspitawati
- Department of Oral Biology, Faculty of Dentistry, Universitas Indonesia, Salemba Raya No. 4, Jakarta Pusat 10430, Jakarta, Indonesia
- Dental Education Unit, Faculty of Dentistry, Universitas Indonesia, Jakarta, Indonesia
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Allon S, Baggett A, Hayes B, Glosemeyer K, Cavo J, Pacha R, Zurko J, Patel N, Kraemer R. Association of a Gamified Journal Club on Internal Medicine Residents' Engagement and Critical Appraisal Skills. J Grad Med Educ 2023; 15:475-480. [PMID: 37637345 PMCID: PMC10449352 DOI: 10.4300/jgme-d-22-00812.1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/18/2022] [Revised: 03/03/2023] [Accepted: 05/03/2023] [Indexed: 08/29/2023] Open
Abstract
Background Prior literature demonstrates internal medicine residents have suboptimal competence in critical appraisal. Journal clubs are a common intervention to address this skill, but engagement and critical appraisal skill improvement are variable. Objective We evaluated journal club engagement and critical appraisal skills after implementation of a gamified format. Methods This was a single-arm study, conducted from July 1, 2020 to June 30, 2021, involving internal medicine residents at 2 US programs. Residents participated in a 12-month gamified journal club that sorted residents into 2 teams. Residents attended an orientation followed by 6 to 10 monthly, hour-long competitions. In each competition, a subset of the resident teams competed to answer a clinical prompt by critically appraising an original article of their choice. A chief medical resident or faculty member moderated each session and chose the winning team, which received a nominal prize of candy. The primary outcome was engagement, measured by a 7-question survey developed de novo by the authors with Likert scale responses at baseline and 12 months. The secondary outcome was critical appraisal skills assessed by the Berlin Questionnaire. Results Sixty-one of 72 eligible residents (84.7%) completed both engagement surveys. Residents reported statistically significant improvements in most dimensions of engagement, including a higher likelihood of reading articles before sessions (posttest minus pretest score -1.08; 95% CI -1.34 to -0.82; P<.001) and valuing time spent (posttest minus pretest score -0.33; 95% CI -0.55 to -0.11; P=.004). Critical appraisal skills marginally improved at 12 months (posttest minus pretest score -0.84; 95% CI -1.54 to -0.14; P=.02). Conclusions Our study demonstrates a gamified journal club was associated with improvements in engagement and minimal change in critical appraisal skills.
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Affiliation(s)
- Steven Allon
- Steven Allon, MD, is Assistant Professor of Medicine, Vanderbilt University Medical Center
| | - Alan Baggett
- Alan Baggett, MD, is Associate Professor of Medicine, University of Alabama at Birmingham-Huntsville
| | - Benjamin Hayes
- Benjamin Hayes, MD, is Assistant Professor of Medicine, Northside Hospital Gwinnett
| | - Katherine Glosemeyer
- Katherine Glosemeyer, MD, is Assistant Professor of Medicine, University of Alabama at Birmingham-Huntsville
| | - Jose Cavo
- Jose Cavo, MD, is Assistant Professor of Medicine, University of Alabama at Birmingham-Huntsville
| | - Rami Pacha
- Rami Pacha, DO, is Assistant Professor of Medicine, Northside Hospital Gwinnett
| | - Joanna Zurko
- Joanna Zurko, MD, is Assistant Professor of Medicine, University of Wisconsin
| | - Nidhip Patel
- Nidhip Patel, DO, is Associate Professor of Medicine, Northside Hospital Gwinnett; and
| | - Ryan Kraemer
- Ryan Kraemer, MD, is Associate Professor of Medicine, University of Alabama at Birmingham
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Tran D, Benitez R, Garcia-Stout M, Horlen C, DeRemer C, Donohoe KL. Implementation of longitudinal thematic course design across four institutions. CURRENTS IN PHARMACY TEACHING & LEARNING 2023; 15:730-735. [PMID: 37479603 DOI: 10.1016/j.cptl.2023.07.007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/06/2022] [Revised: 06/14/2023] [Accepted: 07/12/2023] [Indexed: 07/23/2023]
Abstract
INTRODUCTION The objective of this study was to describe thematic course design utilized in pharmacy courses at four different institutions. Best practices and lessons learned are shared. METHODS Four institutions independently incorporated a longitudinal Harry Potter (HP) theme into their courses. Faculty collaborated to share course experiences and determine similar concepts present at all four institutions. A mixed-methods approach was used to analyze available data. Thematic analysis was used for qualitative course evaluation comments. Quantitative course evaluation data from two institutions was also analyzed. RESULTS Similar concepts identified as important elements of longitudinal thematic course design included creation of new groups, incorporation of thematic activities (e.g., adding HP characters to patient cases), and gamification. Qualitative analysis of student course evaluation comments found three emerging themes: increased student engagement, enjoyment of thematic course design, and appreciation for the gaming aspect. Quantitative course evaluation data demonstrated that students liked the HP theme to facilitate learning and it increased student engagement in the course. CONCLUSIONS A thematic course design at four institutions was well received by students and potentially increased student engagement with the course material longitudinally.
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Affiliation(s)
- Deanna Tran
- Department of Practice, Sciences, and Health Outcomes Research, University of Maryland School of Pharmacy, 20 North Pine St, Room N421, Baltimore, MD 21201, United States.
| | - Rebekah Benitez
- Department of Pharmacy Practice, University of the Incarnate Word, Feik School of Pharmacy, 4301 Broadway, CPO 99, San Antonio, TX 78209, United States.
| | - Martha Garcia-Stout
- Department of Health Science, College of Health Professions and Sciences, University of Central Florida, 12805 Pegasus Drive, HS2 Suite 214, Orlando, FL 32816-2200, United States.
| | - Cheryl Horlen
- Department of Pharmacy Practice, University of the Incarnate Word, Feik School of Pharmacy, 4301 Broadway, CPO 99, San Antonio, TX 78209, United States.
| | - Christina DeRemer
- Department of Pharmacotherapy & Translational Research, University of Florida College of Pharmacy, 1225 Center Drive, HPNP 3306, Gainesville, FL 32610, United States.
| | - Krista L Donohoe
- Department of Pharmacotherapy and Outcomes Science, Virginia Commonwealth University School of Pharmacy, 410 North 12th Street, Richmond, VA 23298, United States.
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Lemos M, Wolfart S, Rittich AB. Assessment and evaluation of a serious game for teaching factual knowledge in dental education. BMC MEDICAL EDUCATION 2023; 23:521. [PMID: 37468897 PMCID: PMC10357644 DOI: 10.1186/s12909-023-04498-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/16/2022] [Accepted: 07/04/2023] [Indexed: 07/21/2023]
Abstract
OBJECTIVES A serious game application was developed to train factual knowledge and for self-assessment. The aim of the present study was to compare the effects of a game application (intervention group) or paper scripts (control group) on knowledge acquisition and to evaluate the acceptance of the new application among dental students. METHODS The 4th semester students of the second preclinical prosthodontics course were randomly assigned to one of the two groups (n = 58/51) for two consecutive years. The study was conducted in two phases: First, all participants took a pretest, with the intervention group using the game application and the control group receiving the same set of questions in a paper script. In the second phase, all participants took a post-test. After the post-test, both groups had access to the application for another three weeks. After that, all participants completed standardized questionnaires and a scale to evaluate the usability of the system. Usage statistics were also tracked. Differences between groups were evaluated together and for both years separately in terms of pretest and posttest scores and learning success. RESULTS There was no significant difference between the groups with regard to the posttest and learning success. A significant improvement in knowledge between pretest and posttest (p < 0.05) was demonstrated in both groups. Each student played approximately 350 questions. Participants rated the application with the German school grade "good". Participants appreciated the application and rated it positively. They stated that the game motivated them to learn and that they spent more time with the learning content. CONCLUSION Due to the positive perception achieved through the game, this application is able to motivate students to learn. The learning effect achieved is similar to learning on paper.
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Affiliation(s)
- Martin Lemos
- Audiovisual Media Center, Medical Faculty, RWTH Aachen University, Pauwelsstrasse 30, 52074, Aachen, Germany
| | - Stefan Wolfart
- Department of Prosthodontics and Biomaterials, RWTH Aachen University Hospital, Pauwelsstrasse 30, 52074, Aachen, Germany
| | - Anne Barbara Rittich
- Department of Prosthodontics and Biomaterials, RWTH Aachen University Hospital, Pauwelsstrasse 30, 52074, Aachen, Germany.
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Berger S, Stalmeijer RE, Marty AP, Berendonk C. Exploring the Impact of Entrustable Professional Activities on Feedback Culture: A Qualitative Study of Anesthesiology Residents and Attendings. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2023; 98:836-843. [PMID: 36812061 DOI: 10.1097/acm.0000000000005188] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/18/2023]
Abstract
PURPOSE Entrustable professional activities (EPAs) were introduced as a potential way to optimize workplace-based assessments. Yet, recent studies suggest that EPAs have not yet overcome all of the challenges to implementing meaningful feedback. The aim of this study was to explore the extent to which the introduction of EPAs via mobile app impacts feedback culture as experienced by anesthesiology residents and attending physicians. METHOD Using a constructivist grounded theory approach, the authors interviewed a purposive and theoretical sample of residents (n = 11) and attendings (n = 11) at the Institute of Anaesthesiology, University Hospital of Zurich, where EPAs had recently been implemented. Interviews took place between February and December 2021. Data collection and analysis were conducted iteratively. The authors used open, axial, and selective coding to gain knowledge and understanding on the interplay of EPAs and feedback culture. RESULTS Participants reflected on a number of changes in their day-to-day experience of feedback culture with the implementation of EPAs. Three main mechanisms were instrumental in this process: lowering the feedback threshold, change in feedback focus, and gamification. Participants felt a lower threshold to feedback seeking and giving and that the frequency of feedback conversations increased and tended to be more focused on a specific topic and shorter, while feedback content tended to focus more on technical skills and more attention was given to average performances. Residents indicated that the app-based approach fostered a game-like motivation to "climb levels," while attendings did not perceive a game-like experience. CONCLUSIONS EPAs may offer a solution to problems of infrequent occurrence of feedback and invite attention to average performances and technical competencies, but may come at the expense of feedback on nontechnical skills. This study suggests that feedback culture and feedback instruments have a mutually interacting influence on each other.
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Affiliation(s)
- Sabine Berger
- S. Berger is a third-year medical resident, Internal Medicine Training Program, St. Claraspital, Basel, Switzerland
| | - Renee E Stalmeijer
- R.E. Stalmeijer is associate professor, Department of Educational Development and Research, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands
| | - Adrian P Marty
- A.P. Marty is currently senior attending physician and team lead for education, Institute of Anaesthesiology, Intensive Care and Pain Medicine, Orthopedic University Hospital Balgrist, Zurich, Switzerland. At the time of writing, he was attending physician, Institute of Anaesthesiology, University of Zurich, University Hospital of Zurich, Zurich, Switzerland
| | - Christoph Berendonk
- C. Berendonk is senior lecturer in medical education, Institute for Medical Education, University of Bern, Bern, Switzerland
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Ng MSP, Jabir AI, Ng TDR, Ang YI, Chia JL, Tan DNH, Lee J, Mahendran DCJ, Tudor Car L, Chia CLK. Evaluating TESLA-G, a gamified, telegram-delivered, quizzing platform for surgical education in medical students: protocol for a pilot randomised controlled trial. BMJ Open 2023; 13:e068740. [PMID: 37380211 PMCID: PMC10410996 DOI: 10.1136/bmjopen-2022-068740] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/28/2022] [Accepted: 05/18/2023] [Indexed: 06/30/2023] Open
Abstract
INTRODUCTION Online multiple-choice question (MCQ) quizzes are popular in medical education due to their ease of access and ability for test-enhanced learning. However, a general lack of motivation among students often results in decreasing usage over time. We aim to address this limitation by developing Telegram Education for Surgical Learning and Application Gamified (TESLA-G), an online platform for surgical education that incorporates game elements into conventional MCQ quizzes. METHODS AND ANALYSIS This online, pilot randomised control trial will be conducted over 2 weeks. Fifty full-time undergraduate medical students from a medical school in Singapore will be recruited and randomised into an intervention group (TESLA-G) and an active control group (non-gamified quizzing platform) with a 1:1 allocation ratio, stratified by year of study.We will evaluate TESLA-G in the area of endocrine surgery education. Our platform is designed based on Bloom's taxonomy of learning domains: questions are created in blocks of five questions per endocrine surgery topic, with each question corresponding to one level on Bloom's taxonomy. This structure promotes mastery while boosting student engagement and motivation. All questions are created by two board-certified general surgeons and one endocrinologist, and validated by the research team. The feasibility of this pilot study will be determined quantitatively by participant enrolment, participant retention and degree of completion of the quizzes. The acceptability of the intervention will be assessed quantitatively by a postintervention learner satisfaction survey consisting of a system satisfaction questionnaire and a content satisfaction questionnaire. The improvement of surgical knowledge will be assessed by comparing the scores of preintervention and postintervention knowledge tests, which consist of separately created questions on endocrine surgery. Retention of surgical knowledge will be measured using a follow-up knowledge test administered 2 weeks postintervention. Finally, qualitative feedback from participants regarding their experience will be obtained and thematically analysed. ETHICS AND DISSEMINATION This research is approved by Singapore Nanyang Technological University (NTU) Institutional Review Boards (Reference Number: IRB-2021-732). All participants will be expected to read and sign a letter of informed consent before they are considered as recruited into the study. This study poses minimal risk to participants. Study results will be published in peer-reviewed open-access journals and presented in conference presentations. TRIAL REGISTRATION NUMBER NCT05520671.
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Affiliation(s)
| | - Ahmad Ishqi Jabir
- Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore
| | - Tony De Rong Ng
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - Yi-Ian Ang
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - Jeng Long Chia
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | | | - James Lee
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore
- University Surgical Cluster, National University Hospital, Singapore
| | - Dinesh Carl Junis Mahendran
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore
- Department of General Medicine, Khoo Teck Puat Hospital, Singapore
| | - Lorainne Tudor Car
- Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore
- Department of Primary Care and Public Health, School of Public Health, Imperial College London, London, UK
| | - Clement Luck Khng Chia
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore
- Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore
- Department of General Surgery, Khoo Teck Puat Hospital, Singapore
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Fornari LF, Fonseca RMGSD. Critical-emancipatory educational intervention through games to face gender violence. Rev Bras Enferm 2023; 76Suppl 2:e20220299. [PMID: 37255186 DOI: 10.1590/0034-7167-2022-0299] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/08/2022] [Accepted: 10/02/2022] [Indexed: 06/01/2023] Open
Abstract
OBJECTIVES to analyze an educational intervention, through game "Violetas", for the qualification of professionals who work in the fight against gender violence. METHODS a qualitative study, involving 28 professionals from intersectoral services to assist women in situations of violence, located in three Brazilian capitals. Data were collected through Critical-Emancipatory Workshops, being submitted to thematic content analysis through software. RESULTS sexist patterns, pornography and sexual diversity were topics listed by participants for intervention in reality. To this end, they suggested orientation actions on gender violence, promotion of individual and group assistance and service network consolidation. FINAL CONSIDERATIONS the intervention proved to be playful, due to the use of games, critical, due to the fact that it allowed reflection on the theme, emancipatory, due to the possibility of professionals rethinking their practice and qualifying themselves to face the problem.
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Gómez O, García-Manzanares M, Chicharro D, Juárez M, Llamazares-Martín C, Soriano E, Terrado J. Application of Blended Learning to Veterinary Gross Anatomy Practical Sessions: Students' Perceptions of Their Learning Experience and Academic Outcomes. Animals (Basel) 2023; 13:ani13101666. [PMID: 37238097 DOI: 10.3390/ani13101666] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/04/2023] [Revised: 05/12/2023] [Accepted: 05/15/2023] [Indexed: 05/28/2023] Open
Abstract
The use of blended learning strategies is increasingly common in health sciences, including veterinary medicine; however, there are very few descriptions of these methods being applied to practicals. We describe here the application of blended learning based on the implementation of flipped classrooms with collaborative learning and gamification to the 2020-2021 veterinary medicine gross anatomy practicals at CEU Cardenal Herrera University (Spain). Students prepared for the sessions by pre-viewing videos and taking a quiz before the start. The sessions were conducted in small groups where students learned through collaborative work and reviewed their learning with a card game. A small but significant increase was observed when comparing the scores of practical exams of the locomotor apparatus with those of 2018-2019 (6.79 ± 2.22 vs. 6.38 ± 2.24, p < 0.05), while the scores were similar (7.76 ± 1.99 vs. 7.64 ± 1.92) for the organ system exams. Students' responses in a satisfaction survey were mostly positive (>80%) regarding the motivating and learning-facilitating effect of this educational method. Our work shows that the application of blended learning in anatomy practicals based on a flipped classroom and with elements of gamification and collaborative work can be an effective way to improve the learning experience of students.
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Affiliation(s)
- Olga Gómez
- Department of Animal Medicine and Surgery, Facultad de Veterinaria, Universidad CEU Cardenal Herrera, CEU Universities, C/Tirant lo Blanch, 7, Alfara del Patriarca, 46115 Valencia, Spain
| | - Maria García-Manzanares
- Department of Animal Medicine and Surgery, Facultad de Veterinaria, Universidad CEU Cardenal Herrera, CEU Universities, C/Tirant lo Blanch, 7, Alfara del Patriarca, 46115 Valencia, Spain
| | - Deborah Chicharro
- Department of Animal Medicine and Surgery, Facultad de Veterinaria, Universidad CEU Cardenal Herrera, CEU Universities, C/Tirant lo Blanch, 7, Alfara del Patriarca, 46115 Valencia, Spain
| | - Miriam Juárez
- Department of Animal Medicine and Surgery, Facultad de Veterinaria, Universidad CEU Cardenal Herrera, CEU Universities, C/Tirant lo Blanch, 7, Alfara del Patriarca, 46115 Valencia, Spain
| | - Clara Llamazares-Martín
- Department of Animal Medicine and Surgery, Facultad de Veterinaria, Universidad CEU Cardenal Herrera, CEU Universities, C/Tirant lo Blanch, 7, Alfara del Patriarca, 46115 Valencia, Spain
| | - Enrique Soriano
- Department of Animal Medicine and Surgery, Facultad de Veterinaria, Universidad CEU Cardenal Herrera, CEU Universities, C/Tirant lo Blanch, 7, Alfara del Patriarca, 46115 Valencia, Spain
| | - José Terrado
- Department of Animal Medicine and Surgery, Facultad de Veterinaria, Universidad CEU Cardenal Herrera, CEU Universities, C/Tirant lo Blanch, 7, Alfara del Patriarca, 46115 Valencia, Spain
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Rosa-Castillo A, García-Pañella O, Roselló-Novella A, Maestre-Gonzalez E, Pulpón-Segura A, Icart-Isern T, Solà-Pola M. The effectiveness of an Instagram-based educational game in a Bachelor of Nursing course: An experimental study. Nurse Educ Pract 2023; 70:103656. [PMID: 37201264 DOI: 10.1016/j.nepr.2023.103656] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/25/2023] [Revised: 04/18/2023] [Accepted: 04/26/2023] [Indexed: 05/20/2023]
Abstract
BACKGROUND Gamification is a novel educational method that adopts elements of games to motivate students using participatory learning. The objective of this study was to measure the effect of participation in an Instagram-based educational game on learning outcomes. METHOD Experimental design with 291 university students in a first-year course of the Bachelor of Nursing during the 2020-21 academic year. RESULTS After ruling out pretest sensitization, we identified a positive effect of participation in the educational game. An average improvement of 0.62 points was observed in the final grade of the students belonging to the experimental groups. CONCLUSION Nursing undergraduate students participating an Instagram-based educational game had better learning outcomes than their counterparts who did not participate in the game.
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Affiliation(s)
- Antonio Rosa-Castillo
- School of Nursing, Faculty of Medicine and Health Sciences, University of Barcelona, Spain.
| | | | - Alba Roselló-Novella
- School of Nursing, Faculty of Medicine and Health Sciences, University of Barcelona, Spain
| | - Elena Maestre-Gonzalez
- School of Nursing, Faculty of Medicine and Health Sciences, University of Barcelona, Spain
| | - Anna Pulpón-Segura
- School of Nursing, Faculty of Medicine and Health Sciences, University of Barcelona, Spain
| | - Teresa Icart-Isern
- School of Nursing, Faculty of Medicine and Health Sciences, University of Barcelona, Spain
| | - Montserrat Solà-Pola
- School of Nursing, Faculty of Medicine and Health Sciences, University of Barcelona, Spain
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Pandit K, Healy E, Todman R, Kingon A, Wright M, Raymond M, Hill J, Jeffrey J, Papanagnou D, Tedeschi C. Disaster Triage Skills Training: An Introductory Virtual Simulation for Medical Students. Cureus 2023; 15:e39417. [PMID: 37250611 PMCID: PMC10212746 DOI: 10.7759/cureus.39417] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 05/23/2023] [Indexed: 05/31/2023] Open
Abstract
Background Disaster triage training equips learners with the critical skills to rapidly evaluate patients, yet few medical schools include formal triage training in their curriculum. Simulation exercises can successfully teach triage skills, but few studies have specifically evaluated online simulation to teach these skills to medical students. Aims We sought to develop and evaluate a largely asynchronous activity for senior medical students to practice their triage skills in an online format. Methods We developed an online, interactive triage exercise for fourth-year medical students. For the exercise, the student participants acted as triage officers for an emergency department (ED) at a large tertiary care center during an outbreak of a severe respiratory illness. Following the exercise, a faculty member led a debriefing session using a structured debriefing guide. Pre- and post-test educational assessments used a five-point Likert scale to capture the helpfulness of the exercise and their self-reported pre- and post-competency in triage. Change in self-reported competency was analyzed for statistical significance and effect size. Results Since May 2021, 33 senior medical students have completed this simulation and pre- and post-test educational assessments. Most students found the exercise "very" or "extremely" helpful for learning, with a mean of 4.61 (SD: ±0.67). Most students rated their pre-exercise competency as "beginner" or "developing" and their post-exercise competency as "developing" or "proficient" on a four-point rubric. The average increase in self-reported competency was 1.17 points (SD: ±0.62), yielding a statistically significant difference (p < 0.001) and large effect size (Hedges' g: 1.94). Conclusions We conclude that a virtual simulation can increase students' sense of competence in triage skills, using fewer resources than in-person simulation of disaster triage. As a next step, the simulation and the source code are publicly available for anyone to engage with the simulation or adapt it for their respective learners.
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Affiliation(s)
- Kiran Pandit
- Emergency Medicine, Albert Einstein College of Medicine, New York, USA
| | - Emma Healy
- Emergency Medicine, Columbia University College of Physicians and Surgeons, New York, USA
| | - Raleigh Todman
- Emergency Medicine, Columbia University College of Physicians and Surgeons, New York, USA
| | - Ashley Kingon
- Center for Teaching and Learning, Columbia University, New York, USA
| | - Melissa Wright
- Center for Engaged Pedagogy, Barnard College, New York, USA
| | - Marc Raymond
- Center for Teaching and Learning, Columbia University, New York, USA
| | - Jason Hill
- Emergency Medicine, Columbia University College of Physicians and Surgeons, New York, USA
| | - John Jeffrey
- Emergency Medicine, Columbia University College of Physicians and Surgeons, New York, USA
| | | | - Christopher Tedeschi
- Emergency Medicine, Columbia University College of Physicians and Surgeons, New York, USA
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Mahrous A, Botsko DL, Elgreatly A, Tsujimoto A, Qian F, Schneider GB. The use of artificial intelligence and game-based learning in removable partial denture design: A comparative study. J Dent Educ 2023. [PMID: 37186466 DOI: 10.1002/jdd.13225] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/01/2022] [Revised: 03/02/2023] [Accepted: 04/07/2023] [Indexed: 05/17/2023]
Abstract
PURPOSE The purpose of this study was to compare student performance in removable partial denture (RPD) design during a pre-clinical RPD course with and without using a recently developed computer software named AiDental. Additionally, student perceptions associated with the use of this software were assessed. METHODS The AiDental software consists of a learning environment containing an RPD design system that automatically designs RPDs based on the user's input. The software also contains an RPD game component that compares the user's RPD Design to an automatically generated RPD ideal design. The study was conducted in two phases. In phase one, pre-clinical second-year dental students who participated in the study were randomly divided into two groups: The AiDental group with AiDental software access (n = 36), and the conventional group without software access (n = 37). Both groups received conventional RPD instruction and practice, however, the AiDental group had additional access to the AiDental software. After 2 weeks, both groups took a mock practical test, which was collected and graded by the principal investigator (PI). The PI was blinded from group assignment and no identifying information was used in the mock practical. In phase two, all students were granted access to the AiDental software for the remainder of the pre-clinical course duration. At the conclusion of the course, all students were given a survey to evaluate their perceptions of the AiDental software. Descriptive statistics were calculated and analyzed. Variables related to perceptions of both the AiDental designer and game were assessed using Spearman's rank correlation test, the chi-square test, Fisher's exact test, and the non-parametric Wilcoxon rank-sum test as appropriate. In addition, a thematic analysis of the responses to the optional comments section was conducted using the Braun and Clarke method. RESULTS Phase one results showed that subjects in the AiDental group were more likely than subjects in the conventional group to receive a final grade of A or B. Phase two results showed generally favorable student perceptions towards the software, and additionally, the results showed that age was significantly negatively correlated with ease of use of the software, improving decision-making, and critical thinking relative to RPD design choices. However, no correlation between age and using the software as a reference were noted. CONCLUSIONS The use of AiDental's automated feedback and gamification techniques in RPD education had a positive effect on student grades and it was well-liked by students. Thus, the results suggest that AiDental has the potential to be a useful adjunct to pre-clinical teaching.
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Affiliation(s)
- Ahmed Mahrous
- Division of Prosthodontics, Arizona School of Dentistry and Oral Health, AT Still University, Mesa, Arizona, USA
- Department of Prosthodontics, University of Iowa College of Dentistry, Iowa City, Iowa, USA
| | | | - Amira Elgreatly
- Division of Operative Dentistry, Arizona School of Dentistry and Oral Health, AT Still University, Mesa, Arizona, USA
| | - Akimasa Tsujimoto
- Department of Operative Dentistry Aichi Gakuin University School of Dentistry, Aichi, Nagoya, Japan
- Department of Operative Dentistry, University of Iowa College of Dentistry, Iowa City, Iowa, USA
- Department of General Dentistry, Creighton University School of Dentistry, Omaha, Nebraska, USA
| | - Fang Qian
- Division of Biostatistics and Computational Biology, Iowa Institute for Oral Health Research, University of Iowa College of Dentistry and Dental Clinics, University of Iowa, Iowa City, Iowa, USA
| | - Galen B Schneider
- Department of Prosthodontics, University of Iowa College of Dentistry, Iowa City, Iowa, USA
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Bawazeer MA, Aamir S, Othman F, Alkahtani R. Students engagement using polls in virtual sessions of physiology, pathology, and pharmacology at King Saud bin Abdulaziz University for Health Sciences during COVID-19 pandemic: a cross-sectional study. BMC MEDICAL EDUCATION 2023; 23:276. [PMID: 37085845 PMCID: PMC10121230 DOI: 10.1186/s12909-023-04253-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/25/2022] [Accepted: 04/12/2023] [Indexed: 05/03/2023]
Abstract
BACKGROUND Active involvement of students in class using technology is associated with effective learning and understanding. This work intended to analyze the impact of interactive teaching on medical students' engagement, learning, performance, understanding and attendance in virtual classes of physiology, pathology, and pharmacology during COVID-19 pandemic. METHODS A descriptive cross-sectional study was carried out at college of medicine at King Saud bin Abdulaziz University for Health Sciences (KSAU-HS) in Riyadh during January-April 2022. Third- and fourth-year medical students filled a self-reported questionnaire that assessed students' engagement, understanding, performance, and attendance during the sessions of three courses within the curriculum. The Chi-square test or Fisher's exact test was used to compare the difference between the survey responses. RESULTS A total of 184/234 questionnaires were completed and returned, with an overall response rate of 78.6%. Fifty-five percent of the participants were involved at least more than 5 times in polls during the class. Majority (86.9%), of the students agreed on enjoying participation in polls during the class, and 88.9% recommended the utilization of the polls again. Participation in polls improved understanding and performance of 88%, and 63% of students respectively. In addition, 38% were neutral regarding attendance improvement and spending more time for the class. Around 53% students agreed that polls improved their grades. CONCLUSION In conclusion, this study showed that there is an impact of using interactive polls in virtual classes in medical students at KSAU-HS. It is recommended to continue using polls in all subjects in on-site sessions. This will be a great preface step toward switching the traditional teaching to the interactive teaching using flipped classroom strategy in the future.
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Affiliation(s)
- Mona Abubakr Bawazeer
- College of Medicine, King Saud Bin Abdulaziz University for Health Sciences (KSAU-HS), Riyadh, Saudi Arabia.
- King Abdullah International Medical Research Centre (KAIMRC), Ministry of National Guard Health Affairs (MNGHA), Riyadh, Saudi Arabia.
| | - Saima Aamir
- College of Medicine, King Saud Bin Abdulaziz University for Health Sciences (KSAU-HS), Riyadh, Saudi Arabia
- King Abdullah International Medical Research Centre (KAIMRC), Ministry of National Guard Health Affairs (MNGHA), Riyadh, Saudi Arabia
| | - Fatmah Othman
- King Abdullah International Medical Research Centre (KAIMRC), Ministry of National Guard Health Affairs (MNGHA), Riyadh, Saudi Arabia
- College of Public Health and Health Informatics, King Saud Bin Abdulaziz University for Health Sciences (KSAU-HS), Riyadh, Saudi Arabia
| | - Reem Alkahtani
- College of Medicine, King Saud Bin Abdulaziz University for Health Sciences (KSAU-HS), Riyadh, Saudi Arabia
- King Abdullah International Medical Research Centre (KAIMRC), Ministry of National Guard Health Affairs (MNGHA), Riyadh, Saudi Arabia
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Katonai Z, Gupta R, Heuss S, Fehr T, Ebneter M, Maier T, Meier T, Bux D, Thackaberry J, Schneeberger AR. Serious Games and Gamification: Health Care Workers' Experience, Attitudes, and Knowledge. ACADEMIC PSYCHIATRY : THE JOURNAL OF THE AMERICAN ASSOCIATION OF DIRECTORS OF PSYCHIATRIC RESIDENCY TRAINING AND THE ASSOCIATION FOR ACADEMIC PSYCHIATRY 2023; 47:169-173. [PMID: 36703089 PMCID: PMC9879618 DOI: 10.1007/s40596-023-01747-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 07/22/2022] [Accepted: 01/12/2023] [Indexed: 05/25/2023]
Abstract
OBJECTIVE With the rapid advancement of digital technology due to COVID-19, the health care field is embracing the use of digital technologies for learning, which presents an opportunity for teaching methods such as serious games to be developed and improved. Technology offers more options for these educational approaches. The goal of this study was to assess health care workers' experiences, attitudes, and knowledge regarding serious games in training. METHODS The convenience sample consisted of 223 participants from the specialties of internal medicine and psychiatry who responded to questions regarding sociodemographic data, experience, attitudes, and knowledge regarding serious games. This study used an ordinal regression model to analyze the relationship between knowledge, attitudes, and experiences and the idea or wish to implement serious games. RESULTS The majority of healthcare workers were not familiar with serious games or gamification. The results show gender and age differences regarding familiarity and willingness to use serious games. With increasing age, the respondents preferred conventional and traditional learning methods to playful teaching elements; younger generations were significantly more motivated than older generations when envisioning using elements of serious games in the future. CONCLUSIONS The COVID-19 pandemic has encouraged the use of new technologies and digitalization. This study describes positive attitudes toward serious games, mainly in younger people working in health care. Serious games present an opportunity to develop new approaches for postgraduate medical teachings and continuing medical education.
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Affiliation(s)
| | - Rahul Gupta
- Psychiatric Services Grisons, Chur, Switzerland
| | - Sabina Heuss
- University of Applied Sciences Northwestern Switzerland, Olten, Switzerland
| | - Thomas Fehr
- Cantonal Hospital of Grisons, Chur, Switzerland
| | - Mark Ebneter
- Clienia Private Clinic Littenheid, Littenheid, Switzerland
| | - Thomas Maier
- Psychiatric Services of the Canton St. Gallen-North, Wil, Switzerland
| | - Thomas Meier
- Psychiatric Services of the Canton St. Gallen-South, Pfäfers, Switzerland
| | - Donald Bux
- Psychiatric Services Grisons, Chur, Switzerland
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Hope DL, Grant GD, Rogers GD, King MA. Gamification in pharmacy education: a systematic quantitative literature review. INTERNATIONAL JOURNAL OF PHARMACY PRACTICE 2023; 31:15-31. [PMID: 36472962 DOI: 10.1093/ijpp/riac099] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/28/2022] [Accepted: 11/22/2022] [Indexed: 12/13/2022]
Abstract
OBJECTIVES Gamification involves applying game attributes to non-game contexts and its educational use is increasing. It is essential to review the outcomes and the efficacy of gamification to identify evidence to support its use in pharmacy education. THIS ARTICLE systematically and quantitatively reviews and evaluates the alignment of learning outcomes and the quality of peer-reviewed literature reporting gamification in pharmacy education. KEY FINDINGS A literature search was undertaken in February 2022 using CINAHL Complete, MEDLINE, Science Direct, Scopus and ERIC databases, via keywords (game* OR gaming OR gamif*) AND pharmac* AND education. Google Scholar was searched using 'gamification of pharmacy education' and 'serious games in pharmacy education'. Data extracted included type of gamified intervention, mode of delivery, game fidelity, intended learning outcomes and outcomes reported. Quality assessments aligned with key aspects of the SQUIRE-EDU Reporting Guidelines. Of 759 abstracts and 95 full-text papers assessed, 66 articles met the inclusion criteria. They described gamification from 12 countries in the education of 8272 pharmacy and health professional students. Gamified interventions ranged from board games to immersive simulations, with escape rooms most frequently reported. Reporting quality was inconsistent, with observed misalignment between intended learning outcomes and outcomes reported, an apparent overreliance on student perceptions as primary data and a lack of reference to reporting guidelines. SUMMARY Gamification is included in the curricula of many pharmacy degrees, across multiple subject areas. This review identified evidence gaps and reinforces the need for improved quality of gamification research, critical alignment of learning outcomes with evaluation, and use of reporting guidelines.
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Affiliation(s)
- Denise L Hope
- School of Pharmacy and Medical Sciences, Griffith University, Gold Coast, Queensland, Australia
| | - Gary D Grant
- School of Pharmacy and Medical Sciences, Griffith University, Gold Coast, Queensland, Australia
| | - Gary D Rogers
- School of Medicine, Deakin University, Geelong, Victoria, Australia
| | - Michelle A King
- School of Pharmacy and Medical Sciences, Griffith University, Gold Coast, Queensland, Australia
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Flornoy-Guédon A, Fonzo-Christe C, Meier E, Gazengel-Marchand M, Francois O, Gschwind L, Bonnabry P. Development and evaluation of a blended learning training programme for pharmacy technicians' continuing education. Eur J Hosp Pharm 2023:ejhpharm-2022-003679. [PMID: 36898765 DOI: 10.1136/ejhpharm-2022-003679] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/30/2022] [Accepted: 02/22/2023] [Indexed: 03/12/2023] Open
Abstract
OBJECTIVES The role of the pharmacy technician (PT) has expanded in recent years, requiring new competencies, better communications skills and high-level knowledge about drugs. The objective of this study is to develop and evaluate a blended learning programme for PTs' continuing professional development. METHODS A blended learning programme designed to enhance knowledge, skills and attitudes was created using a six-step approach to curriculum development for medical education. The first part included three short microlearning videos to improve knowledge; the second consisted of a 1.5 hour 'edutainment' session for groups of 5-6 PTs to deepen their knowledge and practice skills. Impacts on knowledge, degree of certainty and self-perceived competence were evaluated before training (pre-test), after the microlearning (post-test 1) and after the edutainment session (post-test 2). RESULTS The three microlearnings were entitled 'Communication', 'Cut-crush a tablet/open a capsule' and 'Pharmacy website'. The edutainment session used team-based learning, game-based learning, peer instruction and simulation. Twenty-six PTs of mean±SD age 36±8 years participated. Pre-test and post-test 1 evaluation scores showed significant overall improvements in mean knowledge (9.1/18 vs 12.1/18, p<0.001), mean degree of certainty (3.4/5 vs 4.2/5, p<0.001) and mean self-perceived competence (58.6/100 vs 72.3/100, p<0.001). After post-test 2, mean knowledge (12.1/18 vs 13.1/18, p=0.010) and mean self-perceived competence (72.3/100 vs 81.1/100, p=0.001) scores had improved, but not mean degree of certainty (4.2/5 vs 4.4/5, p=0.105). All participants found the blended learning programme suitable for their continuing professional development. CONCLUSIONS The present study showed the positive effects of using our blended learning programme to improve PTs' knowledge, degree of certainty and self-perceived competence, to their great satisfaction. This pedagogical format will be integrated into PTs' continuing professional development and include other educational topics.
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Affiliation(s)
| | | | - Emy Meier
- Pharmacy, Geneva University Hospitals, Geneva, Switzerland
| | | | | | | | - Pascal Bonnabry
- Pharmacy, Geneva University Hospitals, Geneva, Switzerland.,School of Pharmaceutical Sciences, Institute of Pharmaceutical Sciences of Western Switzerland (ISPSO), University of Geneva, Geneva, Switzerland
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Tsirulnikov D, Suart C, Abdullah R, Vulcu F, Mullarkey CE. Game on: immersive virtual laboratory simulation improves student learning outcomes & motivation. FEBS Open Bio 2023; 13:396-407. [PMID: 36723273 PMCID: PMC9989934 DOI: 10.1002/2211-5463.13567] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/05/2022] [Revised: 12/15/2022] [Accepted: 01/31/2023] [Indexed: 02/02/2023] Open
Abstract
The use of gamified learning interventions is expanding in postsecondary education as a means to improve students' motivation and learning outcomes. Virtual laboratory simulations have been used in science education to supplement students' learning, as well as to increase engagement with course material. Due to COVID-19, many instructors sought to replace or supplement hands-on 'wet-lab' work in an online environment. In this paper, we explored how the use of head-mounted display technology in two laboratory simulations impacts learner motivation and learning outcomes. We used a mixed-methods approach to analyze the experience of 39 undergraduate participants, examining test scores pre- and postsimulation, qualitative feedback, and quantitative experience ratings. The head-mounted display technology was described as easy to use, with eye strain identified as a common occurrence. Participants had increased test scores following the laboratory simulations, with no significant difference between simulation groups. Very positive self-reported measures of motivation and learner engagement were documented. Ninety-one percent of participants agreed that virtual reality laboratory simulation would be a good supplement to regular teaching modalities. Overall, our results suggest that immersive virtual reality laboratory simulations experienced through head-mounted display technology can be used to enhance learning outcomes and increase learner motivation.
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Affiliation(s)
- Danielle Tsirulnikov
- Bachelor of Health Sciences Program, Faculty of Health Science, McMaster University, Hamilton, ON, Canada
| | - Celeste Suart
- Department of Biochemistry and Biomedical Sciences, McMaster University, Hamilton, ON, Canada
| | - Ream Abdullah
- Department of Biochemistry and Biomedical Sciences, McMaster University, Hamilton, ON, Canada
| | - Felicia Vulcu
- Department of Biochemistry and Biomedical Sciences, McMaster University, Hamilton, ON, Canada
| | - Caitlin E Mullarkey
- Department of Biochemistry and Biomedical Sciences, McMaster University, Hamilton, ON, Canada
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Larsen JD, Jensen RO, Pietersen PI, Jacobsen N, Falster C, Nielsen AB, Laursen CB, Konge L, Graumann O. Education in Focused Lung Ultrasound Using Gamified Immersive Virtual Reality: A Randomized Controlled Study. ULTRASOUND IN MEDICINE & BIOLOGY 2023; 49:841-852. [PMID: 36535832 DOI: 10.1016/j.ultrasmedbio.2022.11.011] [Citation(s) in RCA: 5] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/29/2022] [Revised: 11/07/2022] [Accepted: 11/13/2022] [Indexed: 06/17/2023]
Abstract
Focused lung ultrasound (FLUS) has high diagnostic accuracy in many common conditions seen in a variety of emergency settings. Competencies are essential for diagnostic success and patient safety but can be challenging to acquire in clinical environments. Immersive virtual reality (IVR) offers an interactive risk-free learning environment and is progressing as an educational tool. First, this study explored the educational impact of novice FLUS users participating in a gamified or non-gamified IVR training module in FLUS by comparing test scores using a test with proven validity evidence. Second, the learning effect was assessed by comparing scores of each group with known test scores of novices, intermediates and experienced users in FLUS. A total of 48 participants were included: 24 received gamified and 24 received non-gamified IVR training. No significant difference was found between gamified (mean = 15.5 points) and non-gamified (mean = 15.2 points), indicating that chosen gamification elements for our setup did not affect learning outcome (p = 0.66). The mean scores of both groups did not significantly differ from those of known intermediate users in FLUS (gamified p = 0.63, non-gamified p = 0.24), indicating that both IVR modules could be used as unsupervised out-of-hospital training for novice trainees in FLUS.
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Affiliation(s)
- Jonas D Larsen
- Department of Radiology, Odense University Hospital, Odense, Denmark; Research and Innovation Unit of Radiology, University of Southern Denmark, Odense, Denmark.
| | - Rune O Jensen
- Research and Innovation Unit of Radiology, University of Southern Denmark, Odense, Denmark
| | - Pia I Pietersen
- Department of Radiology, Odense University Hospital, Odense, Denmark; Research and Innovation Unit of Radiology, University of Southern Denmark, Odense, Denmark
| | - Niels Jacobsen
- Department of Respiratory Medicine, Odense University Hospital, Odense, Denmark; Odense Respiratory Research Unit (ODIN), Department of Clinical Research, University of Southern Denmark, Odense, Denmark; Regional Center for Technical Simulation (SimC), Odense University Hospital, Odense, Denmark
| | - Casper Falster
- Department of Respiratory Medicine, Odense University Hospital, Odense, Denmark; Odense Respiratory Research Unit (ODIN), Department of Clinical Research, University of Southern Denmark, Odense, Denmark
| | - Anders B Nielsen
- Regional Center for Technical Simulation (SimC), Odense University Hospital, Odense, Denmark
| | - Christian B Laursen
- Department of Respiratory Medicine, Odense University Hospital, Odense, Denmark; Odense Respiratory Research Unit (ODIN), Department of Clinical Research, University of Southern Denmark, Odense, Denmark
| | - Lars Konge
- Regional Center for Technical Simulation (SimC), Odense University Hospital, Odense, Denmark; Copenhagen Academy for Medical Education and Simulation (CAMES), Center for Human Resources and Education, The Capital Region of Denmark, Copenhagen, Denmark
| | - Ole Graumann
- Department of Radiology, Odense University Hospital, Odense, Denmark; Research and Innovation Unit of Radiology, University of Southern Denmark, Odense, Denmark
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Tay YX, McNulty JP. Radiography education in 2022 and beyond - Writing the history of the present: A narrative review. Radiography (Lond) 2023; 29:391-397. [PMID: 36774692 PMCID: PMC9916893 DOI: 10.1016/j.radi.2023.01.014] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/06/2022] [Revised: 01/04/2023] [Accepted: 01/19/2023] [Indexed: 02/12/2023]
Abstract
OBJECTIVES The COVID-19 pandemic had a major effect on teaching and learning. This study aimed to describe a range of teaching, learning, and assessment strategies related to radiography education which have become more common due to the pandemic through a narrative literature review. KEY FINDINGS Educational change in radiography was accelerated by the disruption caused by the pandemic. Changes included the site and mode of teaching and conducting of assessment. While some of the digital transformation trends were introduced before the pandemic, others were further amplified during this period of time. Alternative solutions such as virtual reality technology, gamification, and technology-enhanced learning were especially salient and have the potential to mitigate challenges brought about by the pandemic. The use of technology in the clinical setting, in assessment, and to facilitate feedback, are important tools for improving learners' clinical skills performance. Collectively, these digital technologies can maximise learning and support mastery of knowledge, skills and attitudes. CONCLUSION The pandemic has cast a new light on existing methodologies and pedagogies in education. This review suggests that digital technology is shaping teaching and learning within radiography education and also that educators cannot ignore this digital shift. With the digital trajectory, it would be highly useful to transform approaches to education within radiography to support learning as radiography education moves towards the new normal era. IMPLICATIONS FOR PRACTICE Digital technology in education can help improve the learning experience for learners but educators need to be equipped with the technological skills and be adaptable to these changes. Continual sharing of experiences and knowledge among radiography educators is essential. Safety nets need to be in place to ensure digital inclusiveness and that no learner gets left behind due to the digital divide in education.
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Affiliation(s)
- Y X Tay
- Radiography Department, Allied Health Division, Singapore General Hospital, Singapore.
| | - J P McNulty
- Radiography and Diagnostic Imaging, School of Medicine, University College Dublin, Ireland
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Preiksaitis C, Dayton JR, Kabeer R, Bunney G, Boukhman M. Teaching Principles of Medical Innovation and Entrepreneurship Through Hackathons: Case Study and Qualitative Analysis. JMIR MEDICAL EDUCATION 2023; 9:e43916. [PMID: 36826988 PMCID: PMC10007000 DOI: 10.2196/43916] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/29/2022] [Revised: 02/06/2023] [Accepted: 02/13/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND Innovation and entrepreneurship training are increasingly recognized as being important in medical education. However, the lack of faculty comfort with the instruction of these concepts as well as limited scholarly recognition for this work has limited the implementation of curricula focused on these skills. Furthermore, this lack of familiarity limits the inclusion of practicing physicians in health care innovation, where their experience is valuable. Hackathons are intense innovation competitions that use gamification principles to increase comfort with creative thinking, problem-solving, and interpersonal collaboration, but they require further exploration in medical innovation. OBJECTIVE To address this, we aimed to design, implement, and evaluate a health care hackathon with 2 main goals: to improve emergency physician familiarity with the principles of health care innovation and entrepreneurship and to develop innovative solutions to 3 discrete problems facing emergency medicine physicians and patients. METHODS We used previously described practices for conducting hackathons to develop and implement our hackathon (HackED!). We partnered with the American College of Emergency Physicians, the Stanford School of Biodesign, and the Institute of Design at Stanford (d.school) to lend institutional support and expertise in health care innovation to our event. We determined a location, time frame, and logistics for the competition and settled on 3 use cases for teams to work on. We planned to explore the learning experience of participants within a pragmatic paradigm and complete an abductive thematic analysis using data from a variety of sources. RESULTS HackED! took place from October 1-3, 2022. In all, 3 teams developed novel solutions to each of the use cases. Our investigation into the educational experience of participants suggested that the event was valuable and uncovered themes suggesting that the learning experience could be understood within a framework from entrepreneurship education not previously described in relation to hackathons. CONCLUSIONS Health care hackathons appear to be a viable method of increasing physician experience with innovation and entrepreneurship principles and addressing complex problems in health care. Hackathons should be considered as part of educational programs that focus on these concepts.
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Affiliation(s)
- Carl Preiksaitis
- Department of Emergency Medicine, Stanford University School of Medicine, Palo Alto, CA, United States
| | - John R Dayton
- Department of Emergency Medicine, Stanford University School of Medicine, Palo Alto, CA, United States
| | - Rana Kabeer
- Department of Emergency Medicine, Stanford University School of Medicine, Palo Alto, CA, United States
| | - Gabrielle Bunney
- Department of Emergency Medicine, Stanford University School of Medicine, Palo Alto, CA, United States
| | - Milana Boukhman
- Department of Emergency Medicine, Stanford University School of Medicine, Palo Alto, CA, United States
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Castillo J, Rodríguez-Higueras E, Belmonte R, Rodríguez C, López A, Gallart A. Efficacy of Virtual Reality Simulation in Teaching Basic Life Support and Its Retention at 6 Months. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:4095. [PMID: 36901106 PMCID: PMC10001443 DOI: 10.3390/ijerph20054095] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/06/2023] [Revised: 02/11/2023] [Accepted: 02/20/2023] [Indexed: 05/10/2023]
Abstract
Educational efficiency is the predetermining factor for increasing the survival rate of patients with cardiac arrest. Virtual reality (VR) simulation could help to improve the skills of those undergoing basic life support-automated external defibrillation (BLS-AED) training. Our purpose was to evaluate whether BLS-AED with virtual reality improves the skills and satisfaction of students enrolled in in-person training after completing the course and their retention of those skills 6 months later. This was an experimental study of first-year university students from a school of health sciences. We compared traditional training (control group-CG) with virtual reality simulation (experimental group-EG). The students were evaluated using a simulated case with three validated instruments after the completion of training and at 6 months. A total of 241 students participated in the study. After the training period, there were no statistically significant differences in knowledge evaluation or in practical skills when assessed using a feedback mannequin. Statistically significant results on defibrillation were poorer in the EG evaluated by the instructor. Retention at 6 months decreased significantly in both groups. The results of the teaching methodology using VR were similar to those obtained through traditional methodology: there was an increase in skills after training, and their retention decreased over time. Defibrillation results were better after traditional learning.
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Affiliation(s)
| | - Encarna Rodríguez-Higueras
- Departament Infermeria, Universitat Internacional de Catalunya (UIC), Sant Cugat del Vallès, 08195 Barcelona, Spain
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Russell FM, Lobo D, Herbert A, Kaine J, Pallansch J, Soriano P, Adame JD, Ferre RM. Gamification of POCUS: Are Students Learning? West J Emerg Med 2023; 24:243-248. [PMID: 36976585 PMCID: PMC10047727 DOI: 10.5811/westjem.2022.11.57730] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/15/2022] [Accepted: 11/11/2022] [Indexed: 03/29/2023] Open
Abstract
INTRODUCTION While gamification of point-of-care ultrasound (POCUS) is well received by learners, little is known about the knowledge gained from material taught during these events. We set out to determine whether a POCUS gamification event improved knowledge of interpretation and clinical integration of POCUS. METHODS This was a prospective observational study of fourth-year medical students who participated in a 2.5-hour POCUS gamification event consisting of eight objective-oriented stations. Each station had one to three learning objectives associated with the content taught. Students completed a pre-assessment; they then participated in the gamification event in groups of three to five per station and subsequently completed a post-assessment. Differences between pre- and post-session responses were matched and analyzed using Wilcoxon signed-rank test and Fisher's exact test. RESULTS We analyzed data from 265 students with matched pre- and post-event responses; 217 (82%) students reported no to little prior POCUS experience. Most students were going into internal medicine (16%) and pediatrics (11%). Knowledge assessment scores significantly improved from pre- to post-workshop, 68% vs 78% (P=0.04). Self-reported comfort with image acquisition, interpretation, and clinical integration all significantly improved from pre- to post-gamification event (P<0.001). CONCLUSION In this study we found that gamification of POCUS, with clear learning objectives, led to improved student knowledge of POCUS interpretation, clinical integration, and self-reported comfort with POCUS.
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Affiliation(s)
- Frances M Russell
- Indiana University School of Medicine, Department of Emergency Medicine, Indianapolis, Indiana
| | - Daniela Lobo
- Indiana University School of Medicine, Department of Emergency Medicine, Indianapolis, Indiana
| | - Audrey Herbert
- Indiana University School of Medicine, Department of Emergency Medicine, Indianapolis, Indiana
| | - Joshua Kaine
- Indiana University School of Medicine, Department of Emergency Medicine, Indianapolis, Indiana
| | - Jenna Pallansch
- Indiana University School of Medicine, Department of Emergency Medicine, Indianapolis, Indiana
| | - Pamela Soriano
- Indiana University School of Medicine, Department of Emergency Medicine, Indianapolis, Indiana
| | - J D Adame
- Indiana University School of Medicine, Department of Emergency Medicine, Indianapolis, Indiana
| | - Robinson M Ferre
- Indiana University School of Medicine, Department of Emergency Medicine, Indianapolis, Indiana
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Harring AKV, Røislien J, Larsen K, Guterud M, Bugge HF, Sandset EC, Kristensen DV, Hov MR. Gamification of the National Institutes of Health Stroke Scale (NIHSS) for simulation training-a feasibility study. Adv Simul (Lond) 2023; 8:4. [PMID: 36810284 PMCID: PMC9945669 DOI: 10.1186/s41077-023-00245-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/09/2022] [Accepted: 02/12/2023] [Indexed: 02/24/2023] Open
Abstract
BACKGROUND Training prehospital personnel in identifying patients with acute stroke is key to providing rapid treatment. This study aimed to investigate whether game-based digital simulation training is a feasible alternative to standard in-person simulation training. METHODS Second-year paramedic bachelor students at Oslo Metropolitan University in Norway were invited to participate in a study to compare game-based digital simulation (intervention) to standard in-person training (control). For 2 months, students were encouraged to practice the NIHSS, and both groups logged their simulations. Then, they performed a clinical proficiency test, and their results were assessed using a Bland-Altman plot with corresponding 95% limits of agreement (LoA). RESULTS Fifty students participated in the study. Individuals in the game group (n = 23) spent an average (SD) of 42:36 min (36) on gaming and performed 14.4 (13) simulations on average, whereas the control group (n = 27) spent 9:28 min (8) simulating and performed 2.5 (1) simulations. Comparing time variables collected during the intervention period, the mean time for each simulated assessment was significantly shorter in the game group (2:57 min vs. 3:50 min, p = 0.004). In the final clinical proficiency test, the mean difference from the true NIHSS score was 0.64 (LoA: - 1.38 to 2.67) in the game group and 0.69 (LoA: - 1.65 to 3.02) in the control group. CONCLUSION Game-based digital simulation training is a feasible alternative to standard in-person simulation training to acquire competence in NIHSS assessment. Gamification seemed to give an incentive to simulate considerably more and to perform the assessment faster, with equal accuracy. TRIAL REGISTRATION The study was approved by the Norwegian Centre for Research Data (reference no. 543238).
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Affiliation(s)
- Astrid Karina V. Harring
- grid.412414.60000 0000 9151 4445Department for Prehospital Education and Research, OsloMet – Oslo Metropolitan University, P.O. Box 4, St. Olavs plass, Oslo, NO-0130 Norway
| | - Jo Røislien
- grid.420120.50000 0004 0481 3017Department of Research and Development, the Norwegian Air Ambulance Foundation, Oslo, Norway ,grid.18883.3a0000 0001 2299 9255Department of Quality and Health Technology, University of Stavanger, Stavanger, Norway
| | - Karianne Larsen
- grid.420120.50000 0004 0481 3017Department of Research and Development, the Norwegian Air Ambulance Foundation, Oslo, Norway
| | - Mona Guterud
- grid.420120.50000 0004 0481 3017Department of Research and Development, the Norwegian Air Ambulance Foundation, Oslo, Norway ,grid.55325.340000 0004 0389 8485Division of Prehospital Services, Oslo University Hospital and University of Oslo, Oslo, Norway ,grid.5510.10000 0004 1936 8921Faculty of Medicine, Institute of Clinical Medicine, University of Oslo, Oslo, Norway
| | - Helge Fagerheim Bugge
- grid.420120.50000 0004 0481 3017Department of Research and Development, the Norwegian Air Ambulance Foundation, Oslo, Norway ,grid.5510.10000 0004 1936 8921Faculty of Medicine, Institute of Clinical Medicine, University of Oslo, Oslo, Norway ,grid.55325.340000 0004 0389 8485Department of Neurology, Oslo University Hospital, Oslo, Norway
| | - Else Charlotte Sandset
- grid.420120.50000 0004 0481 3017Department of Research and Development, the Norwegian Air Ambulance Foundation, Oslo, Norway ,grid.55325.340000 0004 0389 8485Department of Neurology, Oslo University Hospital, Oslo, Norway
| | - Dorte V. Kristensen
- grid.463530.70000 0004 7417 509XDepartment of Nursing and Health Sciences, University of South-Eastern Norway, Drammen, Norway
| | - Maren Ranhoff Hov
- grid.412414.60000 0000 9151 4445Department for Prehospital Education and Research, OsloMet – Oslo Metropolitan University, P.O. Box 4, St. Olavs plass, Oslo, NO-0130 Norway ,grid.55325.340000 0004 0389 8485Department of Neurology, Oslo University Hospital, Oslo, Norway
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Cortés-Pérez I, Zagalaz-Anula N, López-Ruiz MDC, Díaz-Fernández Á, Obrero-Gaitán E, Osuna-Pérez MC. Study Based on Gamification of Tests through Kahoot!™ and Reward Game Cards as an Innovative Tool in Physiotherapy Students: A Preliminary Study. Healthcare (Basel) 2023; 11:healthcare11040578. [PMID: 36833112 PMCID: PMC9957048 DOI: 10.3390/healthcare11040578] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/28/2023] [Revised: 02/09/2023] [Accepted: 02/13/2023] [Indexed: 02/17/2023] Open
Abstract
BACKGROUND Kahoot! is an educational tool allowing teachers to create a series of gamified tests with the aim of reinforcing educational content, thus improving the teaching-learning process. The objective of this project is to evaluate the acquisition of content through gamified tests with Kahoot! and reward cards compared to the traditional teaching methodology (contents not reinforced). METHODS This Physiotherapy Teaching Innovation Project (PTIP) was carried out in four subjects of the Degree in Physiotherapy at the University of Jaén (Spain). The teachers responsible for each subject were instructed in the use of Kahoot! and reward cards. These teachers randomly selected the contents that were going to be reinforced with Kahoot! while the other 50% of the contents would not be reinforced. In the final exam of each subject, the results related to the reinforced contents were compared with those non-reinforced and the degree of satisfaction of the students with the experience was evaluated. RESULTS A total of 313 students participated in this PTIP. In all subjects, we determined a significant increase in the number of correct answers in an improvement range from 7% (95% CI 3.85 to 9.38) to more than 20% (95% CI 17.61 to 26.86) in favor of the questions that alluded to reinforced content using Kahoot! compared to the non-reinforced contents. More than 90% of the participants considered the use of Kahoot! useful and motivating. Our findings showed that Kahoot! motivated more than 65% of students to study daily. CONCLUSIONS The students obtained better academic results in the questions related to contents reinforced with tests through Kahoot! and reward cards compared to those non-reinforced, showing that this methodology can be an effective tool to promote retention and content assimilation.
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Lin CS, Yang CC. Evaluation of a digital game for teaching behavioral aspects of clinical communication in dentistry. BMC MEDICAL EDUCATION 2023; 23:78. [PMID: 36721149 PMCID: PMC9889244 DOI: 10.1186/s12909-023-04040-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/08/2022] [Accepted: 01/18/2023] [Indexed: 06/18/2023]
Abstract
INTRODUCTION Traditionally, dental students learn the skills for dentist-patient interaction and communication via on-site contact with patients, when they start clinical training. However, preclinical students (who have not started clinical practice) have fewer chances to realize the context of dentist-patient interaction. It has remained unclear if a gamification approach via digital media, i.e., a computer role-playing game, can help to learn clinical communication skills. The intervention-based study investigates the effectiveness of the clinical dentist-patient communication (CDPC) game on students' motivation, beliefs, and self-efficacy to learn behavioral issues of clinical communication. METHODS Fifty-two dental students (Preclinical group) and 18 dental interns and dentists (Clinical group) played the CDPC game, which consists of 16 scenes of clinical context about dentist-patient communication (less than 40 min for playing), via web browsers. Pre-test and post-test questionnaires were used to assess their motivation, beliefs, and self-efficacy to learn behavioral issues of clinical communication. The effectiveness was examined by comparing pre-test and post-test scores within-subject and between-group difference was compared between Preclinical and Clinical groups, via non-parametric statistical tests. RESULTS (A) In the Preclinical group, participants showed a significant increase in motivation and self-efficacy in learning after playing the CDPC game (p < 0.05, adjusted of multiple comparison). (B) In contrast, the Clinical group did not show a significant difference before vs. after playing the game. (C) After playing the game, the Preclinical group showed a significant association between motivation and beliefs (p = 0.024) and between motivation and self-efficacy (p = 0.001); the Clinical group showed a significant association between motivation and beliefs (p = 0.033). CONCLUSIONS The current evidence suggests that gamification of learning helps preclinical students to understand the context of clinical dentist-patient interaction and increase their motivation and self-efficacy to learn behavioral issues of clinical communication.
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Affiliation(s)
- Chia-Shu Lin
- Department of Dentistry, College of Dentistry, National Yang Ming Chiao Tung University, 155, Sec. 2, Linong St., Taipei, 11221, Taiwan (ROC).
| | - Cheng-Chieh Yang
- Department of Dentistry, College of Dentistry, National Yang Ming Chiao Tung University, 155, Sec. 2, Linong St., Taipei, 11221, Taiwan (ROC)
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Guy JW, Stitzlein L, Dudley R, Oestreich JH. Pharmacogenomics elective focused on advanced lab techniques, game-based learning, and business plan development. CURRENTS IN PHARMACY TEACHING & LEARNING 2023; 15:211-217. [PMID: 36959050 DOI: 10.1016/j.cptl.2023.02.028] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/27/2021] [Revised: 09/30/2022] [Accepted: 02/24/2023] [Indexed: 06/06/2023]
Abstract
BACKGROUND AND PURPOSE Many medications contain labeling information related to pharmacogenomics. Effective education in this area is critical to ensure that future healthcare professionals are equipped with the skills needed to optimize patient therapy based on genetic testing results. This study focused on a novel elective course designed to educate students in pharmacogenomics. EDUCATIONAL ACTIVITY AND SETTING We developed a one credit hour pharmacogenomics elective course divided into three main content areas. The first section incorporated traditional lecture to review and cover new content not otherwise covered in the curriculum. The second section applied foundational content from the first session through an educational review game and simulated business plan. The third section of the course provided students an overview of laboratory techniques and sample collection procedures. To evaluate the effectiveness of these activities, students provided feedback through course evaluations and completed pre- and posttests on basic pharmacogenomics content. FINDINGS Overall, the course improved knowledge among students, and students provided positive feedback. Students averaged 9% higher on the posttest compared to the pretest (P = .03). Course evaluations trended positive with ratings close to "strongly agree." The most frequent comments stated an appreciation for the interactive components of the course and recommended increasing the elective to two credit hours. SUMMARY Through incorporation of novel lab techniques, game-based learning, and an innovative business plan process, the course increased student knowledge and received positive feedback. These new techniques could serve as a model for other pharmacogenomics training programs.
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Affiliation(s)
- Jason W Guy
- University of Findlay College of Pharmacy, 1000 N Main St, Findlay, OH 45840, United States.
| | - Lea Stitzlein
- Department of Pediatrics Research, The MD Anderson Cancer Center, Houston, TX, United States; The University of Texas MD Anderson Cancer Center, UTHealth Graduate School of Biomedical Sciences, 6767 Bertner Avenue, Houston, TX, United States.
| | - Richard Dudley
- University of Findlay College of Pharmacy, 1000 N Main St, Findlay, OH 45840, United States.
| | - Julie H Oestreich
- University of Findlay College of Pharmacy, 1000 N Main St, Findlay, OH 45840, United States.
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Vallabhaneni P, Thankachan D. How to design and deliver a successful paediatric placement for medical students. Arch Dis Child Educ Pract Ed 2023:archdischild-2020-321419. [PMID: 36653158 DOI: 10.1136/archdischild-2020-321419] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/18/2021] [Accepted: 01/02/2023] [Indexed: 01/20/2023]
Abstract
Paediatric placement is an invaluable opportunity for medical students to gain experience in the specialty. It is often their first tangible experience observing how children are looked after. An ideal placement would offer diverse and immersive clinical experiences while providing insight into a career in paediatrics. This article provides a template for a paediatric placement appealing to current medical students and future generations constructed on the strong foundations of evidence-based practices in medical education.
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Affiliation(s)
| | - Divya Thankachan
- School of Medicine, Swansea University College of Medicine, Swansea, UK
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Shah AS, Pitt M, Norton L. ESCAPE the Boring Lecture: Tips and Tricks on Building Puzzles for Medical Education Escape Rooms. JOURNAL OF MEDICAL EDUCATION AND CURRICULAR DEVELOPMENT 2023; 10:23821205231211200. [PMID: 38025020 PMCID: PMC10664428 DOI: 10.1177/23821205231211200] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/28/2023] [Accepted: 10/13/2023] [Indexed: 12/01/2023]
Abstract
Escape rooms in medical education are a novel, game-based learning approach for teaching medical topics. In these escape rooms, learners complete a sequential series of medical-themed puzzles leading them to "escape" a specific story. Designing puzzles can be anxiety-provoking and may be the gatekeeper for educators in medicine to create their own escape rooms. Though there have been publications on the importance and methods of building a healthcare-themed-escape room, there is a gap in the literature on designing puzzles to teach specific learning objectives successfully. In this Scholarly Perspective, the authors share puzzle ideas and support tools and use Bloom's taxonomy as the framework to teach educators how to design challenging and engaging escape room puzzles.
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Affiliation(s)
- Ashish S Shah
- Department of Pediatrics and Rady Children's Hospital, University of California, San Diego, CA, USA
| | - Michael Pitt
- Department of Pediatrics, University of Minnesota, Minneapolis, MN, USA
| | - Laura Norton
- Department of Pediatrics, University of Minnesota, Minneapolis, MN, USA
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Khaldi A, Bouzidi R, Nader F. Gamification of e-learning in higher education: a systematic literature review. SMART LEARNING ENVIRONMENTS 2023; 10:10. [PMCID: PMC9887250 DOI: 10.1186/s40561-023-00227-z] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/07/2022] [Accepted: 01/10/2023] [Indexed: 11/22/2023]
Abstract
In recent years, university teaching methods have evolved and almost all higher education institutions use e-learning platforms to deliver courses and learning activities. However, these digital learning environments present significant dropout and low completion rates. This is primarily due to the lack of student motivation and engagement. Gamification which can be defined as the application of game design elements in non-game activities has been used to address the issue of learner distraction and stimulate students’ involvement in the course. However, choosing the right combination of game elements remains a challenge for gamification designers and practitioners due to the lack of proven design approaches, and there is no one-size-fits-all approach that works regardless of the gamification context. Therefore, our study focused on providing a comprehensive overview of the current state of gamification in online learning in higher education that can serve as a resource for gamification practitioners when designing gamified systems. In this paper, we aimed to systematically explore the different game elements and gamification theory that have been used in empirical studies; establish different ways in which these game elements have been combined and provide a review of the state-of-the-art of approaches proposed in the literature for gamifying e-learning systems in higher education. A systematic search of databases was conducted to select articles related to gamification in digital higher education for this review, namely, Scopus and Google Scholar databases. We included studies that consider the definition of gamification as the application of game design elements in non-game activities, designed for online higher education. We excluded papers that use the term of gamification to refer to game-based learning, serious games, games, video games, and those that consider face-to-face learning environments. We found that PBL elements (points, badges, and leaderboards), levels, and feedback and are the most commonly used elements for gamifying e-learning systems in higher education. We also observed the increasing use of deeper elements like challenges and storytelling. Furthermore, we noticed that of 39 primary studies, only nine studies were underpinned by motivational theories, and only two other studies used theoretical gamification frameworks proposed in the literature to build their e-learning systems. Finally, our classification of gamification approaches reveals the trend towards customization and personalization in gamification and highlights the lack of studies on content gamification compared to structural gamification.
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Affiliation(s)
- Amina Khaldi
- Ecole Nationale Supérieure d’Informatique ESI, Ex INI, Algiers, Algeria
| | - Rokia Bouzidi
- Ecole Nationale Supérieure d’Informatique ESI, Ex INI, Algiers, Algeria
| | - Fahima Nader
- Ecole Nationale Supérieure d’Informatique ESI, Ex INI, Algiers, Algeria
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Raikhel AV, Blau K, Alberty K, Cornia P, Rodriguez RA, Steinberg KP, Wu C. Vax the Max, a Gamification Intervention for COVID-19 Vaccination Task Engagement in the Inpatient Setting. Am J Med Qual 2023; 38:47-56. [PMID: 36472420 PMCID: PMC9797123 DOI: 10.1097/jmq.0000000000000094] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/12/2022]
Abstract
The development of vaccines for SARS-CoV-2 has offered game-changing protection from severe disease and death from COVID-19. Despite efforts to vaccinate individuals in the ambulatory setting, a sizable minority of the US population remains unvaccinated for COVID-19. For unvaccinated patients, hospitalization for non-COVID-19 illness offers another opportunity for vaccination. In the summer of 2021, the authors noted that COVID-19 vaccination rate for medicine inpatients at their hospital had fallen to 5.3 vaccine doses administered per 4-week block. In response, they created Vax the Max, a gamification program of COVID-19 vaccination tasks where internal medicine resident teams were awarded points for completing these tasks. Residents were anonymously surveyed after participation. The hospital demonstrated higher rates of administering the initial COVID-19 vaccine dose and completing the vaccine series in the inpatient setting per 4-week plan-do-study-act cycle after implementation of Vax the Max (5.3 versus 8.8 doses per plan-do-study-act cycle). Among residents, 76.8% reported that Vax the Max spurred their COVID-19 task engagement, and 66% reported that a similar gamification model could be utilized for a different clinical task in the future. An increase was observed in the COVID-19 vaccination rate for medicine inpatients after launching the Vax the Max competition. This occurred in the setting of resident turnover every 4 weeks, which normally makes practice sustainment more challenging. Despite this, a high degree of engagement was produced by itinerant residents. There is potential to explore similar gamification approaches involving resident physicians in areas of quality improvement and patient safety.
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Affiliation(s)
- A. Vincent Raikhel
- Department of Medicine, University of Washington School of Medicine, Seattle, WA
- VA Puget Sound Healthcare System, Seattle, WA
| | - Kevin Blau
- Department of Medicine, University of Washington School of Medicine, Seattle, WA
- VA Puget Sound Healthcare System, Seattle, WA
| | - Katherine Alberty
- Department of Medicine, University of Washington School of Medicine, Seattle, WA
- VA Puget Sound Healthcare System, Seattle, WA
| | - Paul Cornia
- Department of Medicine, University of Washington School of Medicine, Seattle, WA
- VA Hospitalist Service and Preoperative Medicine Consult Clinic, Section Head for Hospital Medicine, VA Puget Sound, Seattle, WA
| | - Rudolph A. Rodriguez
- Department of Medicine, University of Washington School of Medicine, Seattle, WA
- VA Puget Sound Healthcare System, Seattle, WA
- VA Puget Sound Medical Center, VA Puget Sound Health Care System, Seattle, WA
| | - Kenneth P. Steinberg
- Division of Pulmonary, Critical Care and Sleep Medicine, University of Washington Medical Center, Seattle, WA
| | - Chenwei Wu
- Department of Medicine, University of Washington School of Medicine, Seattle, WA
- Housestaff Quality & Safety Committee, Seattle, WA
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Andersen SAW, Frithioff A, von Buchwald JH, Sørensen MS, Frendø M. Am I doing this right? Structured self-assessment during simulation training of mastoidectomy improves cadaver dissection performance: a prospective educational study. Eur Arch Otorhinolaryngol 2023; 280:97-103. [PMID: 35612611 DOI: 10.1007/s00405-022-07454-z] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/15/2022] [Accepted: 05/16/2022] [Indexed: 01/07/2023]
Abstract
PURPOSE Temporal bone surgery requires excellent surgical skills and simulation-based training can aid novices' skills acquisition. However, simulation-based training is challenged by early stagnation of performance after few performances. Structured self-assessment during practice might enhance learning by inducing reflection and engagement in the learning task. In this study, structured self-assessment was introduced during virtual reality (VR) simulation of mastoidectomy to investigate the effects on subsequent performance during cadaveric dissection. METHODS A prospective educational study with comparison with historical controls (reference cohort). At a temporal bone dissection course, eighteen participants performed structured self-assessment during 3 h of VR simulation mastoidectomy training before proceeding to cadaver dissection (intervention cohort). At a previous course, eighteen participants received identical VR simulation training but without the structured self-assessment (reference cohort). Final products from VR simulation and cadaveric dissection were recorded and assessed by two blinded raters using a 19-point modified Welling Scale. RESULTS The intervention cohort completed fewer procedures (average 4.2) during VR simulation training than the reference cohort (average 5.7). Nevertheless, the intervention cohort achieved a significantly higher average performance score both in VR simulation (11.1 points, 95% CI [10.6-11.5]) and subsequent cadaveric dissection (11.8 points, 95% CI [10.7-12.8]) compared with the reference cohort, who scored 9.1 points (95% CI [8.7-9.5]) during VR simulation and 5.8 points (95% CI [4.8-6.8]) during cadaveric dissection. CONCLUSIONS Structured self-assessment is a valuable learning support during self-directed VR simulation training of mastoidectomy and the positive effect on performance transfers to subsequent cadaveric dissection performance.
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Affiliation(s)
- Steven Arild Wuyts Andersen
- Copenhagen Hearing and Balance Center, Department of Otorhinolaryngology-Head and Neck Surgery, Rigshospitalet, Blegdamsvej 9, 2100, Copenhagen, Denmark. .,Copenhagen Academy for Medical Education and Simulation (CAMES), Center for HR and Education, RegionH, Copenhagen, Denmark. .,Institute for Clinical Medicine, Faculty of Health and Medical Sciences, University of Copenhagen, Copenhagen, Denmark.
| | - Andreas Frithioff
- Copenhagen Hearing and Balance Center, Department of Otorhinolaryngology-Head and Neck Surgery, Rigshospitalet, Blegdamsvej 9, 2100, Copenhagen, Denmark
| | - Josefine Hastrup von Buchwald
- Copenhagen Hearing and Balance Center, Department of Otorhinolaryngology-Head and Neck Surgery, Rigshospitalet, Blegdamsvej 9, 2100, Copenhagen, Denmark
| | - Mads Sølvsten Sørensen
- Copenhagen Hearing and Balance Center, Department of Otorhinolaryngology-Head and Neck Surgery, Rigshospitalet, Blegdamsvej 9, 2100, Copenhagen, Denmark.,Institute for Clinical Medicine, Faculty of Health and Medical Sciences, University of Copenhagen, Copenhagen, Denmark
| | - Martin Frendø
- Copenhagen Hearing and Balance Center, Department of Otorhinolaryngology-Head and Neck Surgery, Rigshospitalet, Blegdamsvej 9, 2100, Copenhagen, Denmark.,Copenhagen Academy for Medical Education and Simulation (CAMES), Center for HR and Education, RegionH, Copenhagen, Denmark
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Moffett J, Cassidy D, Collins N, Illing J, de Carvalho Filho MA, Bok H. Exploring Medical Students' Learning Around Uncertainty Management Using a Digital Educational Escape Room: A Design-based Research Approach. PERSPECTIVES ON MEDICAL EDUCATION 2023; 12:86-98. [PMID: 36969324 PMCID: PMC10038110 DOI: 10.5334/pme.844] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/10/2022] [Accepted: 03/07/2023] [Indexed: 05/05/2023]
Abstract
Introduction Medical professionals meet many transitions during their careers, and must learn to adjust rapidly to unfamiliar workplaces and teams. This study investigated the use of a digital educational escape room (DEER) in facilitating medical students' learning around managing uncertainty in transitioning from classroom to clinical placement. Methods We used design-based research to explore the design, build, and test of a DEER, as well as gain insight into how these novel learning environments work, using Community of Inquiry (CoI) as a guiding conceptual framework. This study represented a mixed methods pilot test of a prototype DEER. Twenty-two medical students agreed to participate, and data were collected through qualitative (i.e., focus groups, game-play observations) and quantitative (i.e., questionnaires) methods. Results Eighty-two per cent of participants agreed or strongly agreed that the DEER supported their learning around uncertainty. Participants offered diverse examples of how the game had facilitated new insights on, and approaches to, uncertainty. With respect to the learning environment, multiple indicators and examples of the three domains of CoI - cognitive, teaching and social presence - were observed. Discussion Our findings suggested that DEERs offer a valuable online learning environment for students to engage with complex and emotion-provoking challenges, such as those experienced at transitions. The study also suggested that CoI can be applied to the design, implementation, and evaluation of DEER learning environments, and we have proposed a set of design principles that may offer guidance here.
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Affiliation(s)
- Jenny Moffett
- HPEC Health Professions’ Education Centre, RCSI University of Medicine and Health Sciences, 123 St. Stephen’s Green, Dublin, Ireland
| | - Dara Cassidy
- HPEC Health Professions’ Education Centre, RCSI University of Medicine and Health Sciences, 123 St. Stephen’s Green, Dublin, Ireland
| | - Naoise Collins
- Department of Visual and Human-Centred Computing, Dundalk Institute of Technology, Dublin Rd, Marshes Upper, Dundalk, Ireland
| | - Jan Illing
- HPEC Health Professions’ Education Centre, RCSI University of Medicine and Health Sciences, 123 St. Stephen’s Green, Dublin, Ireland
| | - Marco Antonio de Carvalho Filho
- Wenckebach Institute, Health Profession Education Research, Faculty of Medical Sciences, University Medical Center Groningen, Groningen, The Netherlands
| | - Harold Bok
- Department of Population Health Sciences, Faculty of Veterinary Medicine, Utrecht University, Utrecht, The Netherlands
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Effect and feasibility of gamification interventions for improving physical activity and health-related outcomes in cancer survivors: an early systematic review and meta-analysis. Support Care Cancer 2022; 31:92. [PMID: 36585478 DOI: 10.1007/s00520-022-07550-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/07/2022] [Accepted: 12/16/2022] [Indexed: 12/31/2022]
Abstract
BACKGROUND Despite the well-documented advantages of regular physical activity (PA), patients with cancer show suboptimal participation. By using game design elements, gamification could be used to motivate individuals to engage in PA. It has been demonstrated that gamification interventions positively affect children, adolescents and older adults in health-related contexts. There are, however, inconsistent findings regarding the impact of gamification interventions on cancer survivors' PA and health-related outcomes, according to the literature. OBJECTIVES The aim of this study is to examine the effectiveness and feasibility of gamification interventions for improving PA and health-related outcomes among cancer survivors. METHODS A systematic review and meta-analysis were conducted following the Cochrane Handbook and PRISMA guidelines. Eight English databases and three Chinese databases were searched to identify eligible articles from inception to February 2022. Two reviewers independently performed the literature screening and data extraction. The Cochrane Risk of Bias tool was used to assess the risk of bias. The Grading of Recommendations, Assessment, Development, and Evaluations (GRADE) Working Group levels of evidence was used to evaluate the certainty of the findings. RESULTS Ten randomised controlled trials (RCTs) published between 2014 and 2022 were included. The meta-analysis revealed no significant differences in the step counts and for moderate to vigorous PA, and the certainty of the findings was very low, according to GRADE. Meta-analysis for most outcomes could not be performed owing to the fewer included studies and significant heterogeneity. Most studies reported positive effects in improving moderate PA, sedentary behaviour, fatigue and at least one domain of quality of life. This review proved that gamified interactions are associated with low adverse event rates. CONCLUSION Gamification interventions could be a feasible way to promote the adoption of mobile health (mHealth) technology in patients with cancer. Individual studies have demonstrated some positive effects of gamification interventions on PA and health-related outcomes. However, limited studies, small sample sizes and methodological heterogeneity weaken the evidence. Larger, well-designed RCTs are required to confirm the impact of gamification interventions on PA and health-related outcomes in cancer survivors.
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Redondo-Rodríguez C, Becerra-Mejías JA, Gil-Fernández G, Rodríguez-Velasco FJ. Influence of Gamification and Cooperative Work in Peer, Mixed and Interdisciplinary Teams on Emotional Intelligence, Learning Strategies and Life Goals That Motivate University Students to Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 20:547. [PMID: 36612869 PMCID: PMC9820013 DOI: 10.3390/ijerph20010547] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/21/2022] [Revised: 12/21/2022] [Accepted: 12/26/2022] [Indexed: 06/17/2023]
Abstract
It is necessary to motivate university students to reduce the dropout rate in Spain, and to look for strategies that help university students acquire professional competencies; this is where gamification can be useful. The purpose of the study was to evaluate the influence of a learning methodology based on gamification and cooperative work in peers, and in mixed and interdisciplinary teams on the emotional intelligence, learning strategies, and life goals that motivate university students to learn. The sample consisted of 102 students who took a subject with a gamification-based methodology, through the Mechanics-Dynamics-Aesthetics model, in a cooperative way. The Self-Perception Scale of Personal Academic Motivation and the Trait Meta Mood Scale 24 were used. The results of the study showed an increase in learning strategies and life goals that motivated university students to study, as well as increases in emotional clarity and significantly in emotional repair. It was concluded that gamification is a positive tool for its ability to increase emotional intelligence, life goals, and learning strategies in university students' motivation to learn.
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Affiliation(s)
- Celia Redondo-Rodríguez
- Department of Psychology and Anthropology, Teacher Training College, University of Extremadura, Av. de la Universidad, s/n, 10071 Cáceres, Spain
| | - José Alberto Becerra-Mejías
- Department of Nursing, University Center of Plasencia, University of Extremadura, C. Virgen del Puerto No. 2, 10600 Plasencia, Spain
| | - Guadalupe Gil-Fernández
- Department of Nursing, Faculty of Medicine and Health Sciences, University of Extremadura, Av. Elvas, s/n, 06006 Badajoz, Spain
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84
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Cheng KM, Koo AC, Nasir JSBM, Wong SY. An evaluation of online Edcraft gamified learning (EGL) to understand motivation and intention of recycling among youth. Sci Rep 2022; 12:14843. [PMID: 36509770 PMCID: PMC9744734 DOI: 10.1038/s41598-022-15709-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/18/2021] [Accepted: 05/16/2022] [Indexed: 12/14/2022] Open
Abstract
Recycling is a process carried out by various organizations and individuals to enhance the environment's long-term sustainability. Some youth think that recycling is a monotonous action as it may seem inconvenient, less aware of the environmental issues and more time-consuming than they think and rather go for video games. Therefore, this study investigates the relationship between motivation and recycling intention in gamified learning among youth. To address the research aim, this study uses gamification as a motivational driver for a game-like learning experience to improve recycling intentions among youth. Self-determination theory (SDT) and the theory of Planned Behavior (TPB) will be this study's main motivational and behavioral theories. (n = 124) high schools and college students were invited to take part in an online gamified recycling activity, Edcraft Gamified Learning (EGL), consisting of two levels of gamified unused plastic-crafting recycling activities. After the activity, the participants will answer a post-event questionnaire and the data collected were analyzed. The result shows that controlled motivation (CM) and autonomous motivation (AM) positively influenced youth attitudes and social norms. Besides, attitude is the only psychosocial determinant that positively influences the recycling intention of the youth. Gamification only moderates positively between attitude and recycling intention. This study has clearly shown the effectiveness of gamified learning activity towards recycling intention directly and as a component that moderates the relationship between attitude and recycling intention, which shows a favorable evaluation towards recycling intention with gamified learning involved. Moreover, the findings showed that not all relationships are positive in a gamified learning environment, and it gives a good view on the weakness and strengths with the guideline of SDT and TPB.
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Affiliation(s)
- Kin Meng Cheng
- grid.411865.f0000 0000 8610 6308Faculty of Creative Multimedia, Multimedia University, Cyberjaya, Malaysia
| | - Ah Choo Koo
- grid.411865.f0000 0000 8610 6308Faculty of Creative Multimedia, Multimedia University, Cyberjaya, Malaysia
| | | | - Shen Yuong Wong
- grid.503008.e0000 0004 7423 0677School of Electrical Engineering and Artificial Intelligence, Xiamen University Malaysia, Selangor, Malaysia
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85
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Calik A, Cakmak B, Kapucu S, Inkaya B. The effectiveness of serious games designed for infection prevention and promotion of safe behaviors of senior nursing students during the COVID-19 pandemic. Am J Infect Control 2022; 50:1360-1367. [PMID: 35231565 PMCID: PMC8881815 DOI: 10.1016/j.ajic.2022.02.025] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/11/2021] [Revised: 02/12/2022] [Accepted: 02/12/2022] [Indexed: 01/25/2023]
Abstract
BACKGROUND Reminding health care workers, especially senior students, of the critical role they play in preventing COVID-19 transmission is more important than ever, therefore it is vital to reinforce graduate students' intrinsic motivation to implement infection prevention and control guidelines. Serious games are an interesting intervention that could improve adherence to COVID-19 safe behaviors to lower the high prevalence of nosocomial infections. These games, as a type of technology-enhanced simulation, can increase student satisfaction and engagement while still conveying vital ideas. For this reason, this study aimed to develop a serious game and evaluate its effectiveness to prevent the spread of infection and develop safe behaviors during the COVID-19 pandemic. METHODS In total, 62 nursing students completed a socio-demographic questionnaire, COVID-19 information form, and game usability form, with the students' responses analyzed pre-test and post-test. RESULTS Serious game implementation significantly increased senior students' knowledge of infection and safe behaviors concerning COVID-19. The students also considered the practice of serious games an effective teaching strategy. Favorite aspects of the serious game according to students' statements; It was reported as reflecting the real hospital environment, including the nursing care process and roles, being informative, being compatible by phone, and each stage of the game tested a new knowledge. CONCLUSION Employing serious games for nursing skills development is an appropriate teaching method for infection prevention and promotion of safe behaviors among senior nursing students during the COVID-19 pandemic. This game can be obtained free of charge for research and educational purposes.
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Affiliation(s)
- Afra Calik
- University of Hacettepe, Ankara, Turkey,Address correspondence to Afra Calik, MSc, RN, University of Hacettepe, the Faculty of Nursing, Adnan Saygun Street, D-Block, 1. Floor, Samanpazarı, Ankara, Turkey
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86
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Koontz NA, Tomblinson CM, Shatzkes DR, Glastonbury CM, Phillips CD, Dean K, Strauss S, Agarwal M, Robson CD, Wiggins RH. A Gamified Social Media-Based Head and Neck Radiology Education Initiative of the American Society of Head and Neck Radiology: Viewership and Engagement Trends at 3 Years. AJNR Am J Neuroradiol 2022; 43:1784-1791. [PMID: 36456082 DOI: 10.3174/ajnr.a7711] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/20/2022] [Accepted: 09/21/2022] [Indexed: 12/02/2022]
Abstract
BACKGROUND AND PURPOSE Social media has made inroads in medical education. We report the creation and 3-year (2018-2021) longitudinal assessment of the American Society of Head and Neck Radiology Case of the Week (#ASHNRCOTW), assessing viewership, engagement, and impact of the coronavirus disease 2019 (COVID-19) pandemic on this Twitter-based education initiative. MATERIALS AND METHODS Unknown cases were tweeted from the American Society of Head and Neck Radiology account weekly. Tweet impressions (number of times seen), engagements (number of interactions), and new followers were tabulated. A social media marketing platform identified worldwide distribution of Twitter followers. Summary and t test statistics were performed. RESULTS #ASHNRCOTW was highly visible with 2,082,280 impressions and 203,137 engagements. There were significantly greater mean case impressions (9917 versus 6346), mean case engagements (1305 versus 474), case engagement rates (13.06% versus 7.76%), mean answer impressions (8760 versus 5556), mean answer engagements (908 versus 436), answer engagement rates (10.38% versus 7.87%), mean total (case + answer) impressions (18,677 versus 11,912), mean total engagements (2214 versus 910), and total engagement rates (11.79% versus 7.69%) for cases published after the pandemic started (all P values < .001). There was a significant increase in monthly new followers after starting #ASHNRCOTW (mean, 134 versus 6; P < .001) and significantly increased monthly new followers after the pandemic started compared with prepandemic (mean, 178 versus 101; P = .003). The American Society of Head and Neck Radiology has 7564 Twitter followers throughout 130 countries (66% outside the United States). CONCLUSIONS Social media affords substantial visibility, engagement, and global outreach for radiology education. #ASHNRCOTW viewership and engagement increased significantly during the COVID-19 pandemic.
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Affiliation(s)
- N A Koontz
- From the Department of Radiology and Imaging Sciences (N.A.K.), Indiana University School of Medicine, Indianapolis, Indiana
| | - C M Tomblinson
- Department of Radiology and Radiological Sciences (C.M.T.), Vanderbilt University Medical Center, Nashville, Tennessee
| | - D R Shatzkes
- Department of Radiology (D.R.S.), Lenox Hill Hospital, New York, New York
| | - C M Glastonbury
- Department of Radiology and Biomedical Imaging (C.M.G.), University of California San Francisco, San Francisco, California
| | - C D Phillips
- Department of Radiology (C.D.P., K.D., S.S.), Weill Cornell Medicine, New York, New York
| | - K Dean
- Department of Radiology (C.D.P., K.D., S.S.), Weill Cornell Medicine, New York, New York
| | - S Strauss
- Department of Radiology (C.D.P., K.D., S.S.), Weill Cornell Medicine, New York, New York
| | - M Agarwal
- Department of Radiology (M.A.), Medical College of Wisconsin, Milwaukee, Wisconsin
| | - C D Robson
- Department of Radiology and Harvard Medical School (C.D.R.), Boston Children's Hospital, Boston, Massachusetts
| | - R H Wiggins
- Department of Radiology and Imaging Sciences (R.H.W.), University of Utah School of Medicine, Salt Lake City, Utah
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87
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Chicharro D, García-Manzanares M, Gómez O, Juárez M, Llamazares-Martín C, Soriano E, Terrado J. Learning veterinary anatomy playing cards. ADVANCES IN PHYSIOLOGY EDUCATION 2022; 46:647-650. [PMID: 36135938 DOI: 10.1152/advan.00117.2022] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/14/2022] [Revised: 08/24/2022] [Accepted: 09/15/2022] [Indexed: 06/16/2023]
Abstract
Gamification is a dynamic tool for educational transformation useful to encourage student interest and enhance learning. Here we present a study conducted to investigate the effectiveness of an educational card game developed by us in veterinary anatomy practicals to reinforce knowledge acquisition in veterinary students. A total of four sets of cards were designed, each one with different anatomical topics (structure identification, articulation and positioning, clinical anatomy, and comparative anatomy); students were arranged in small groups (7-10 students per group) and played the game at the end of each anatomy practical session, discussing the corresponding questions, randomly chosen, as a team. This activity was highly valued by students, most of whom (>80%) expressed that the game was enjoyable, challenging, helpful to improve their knowledge and understanding in clinical anatomy, and effective for anatomy exam preparation. Thus, the use of educational games in practical sessions seems to improve student engagement in the learning process individually and as a team.NEW & NOTEWORTHY The development and implementation of a card game as a training resource that allows learning veterinary anatomy in a motivating and cooperative environment, promoting teamwork, relationships, and trust and communication between colleagues, is described. Stimulating the ability to solve problems as a team has provided help to students preparing for their exams in a more dynamic and enjoyable way.
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Affiliation(s)
- Deborah Chicharro
- Departamento de Medicina y Cirugía Animal, Facultad de Veterinaria, Universidad CEU Cardenal Herrera, CEU Universities, Alfara del Patriarca (Valencia), Spain
| | - María García-Manzanares
- Departamento de Medicina y Cirugía Animal, Facultad de Veterinaria, Universidad CEU Cardenal Herrera, CEU Universities, Alfara del Patriarca (Valencia), Spain
| | - Olga Gómez
- Departamento de Medicina y Cirugía Animal, Facultad de Veterinaria, Universidad CEU Cardenal Herrera, CEU Universities, Alfara del Patriarca (Valencia), Spain
| | - Miriam Juárez
- Departamento de Medicina y Cirugía Animal, Facultad de Veterinaria, Universidad CEU Cardenal Herrera, CEU Universities, Alfara del Patriarca (Valencia), Spain
| | - Clara Llamazares-Martín
- Departamento de Medicina y Cirugía Animal, Facultad de Veterinaria, Universidad CEU Cardenal Herrera, CEU Universities, Alfara del Patriarca (Valencia), Spain
| | - Enrique Soriano
- Departamento de Medicina y Cirugía Animal, Facultad de Veterinaria, Universidad CEU Cardenal Herrera, CEU Universities, Alfara del Patriarca (Valencia), Spain
| | - José Terrado
- Departamento de Medicina y Cirugía Animal, Facultad de Veterinaria, Universidad CEU Cardenal Herrera, CEU Universities, Alfara del Patriarca (Valencia), Spain
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88
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Clinical Perspectives on the Development of a Gamified Heart Failure Patient Education Web Site. COMPUTERS, INFORMATICS, NURSING : CIN 2022:00024665-990000000-00075. [PMID: 36730077 DOI: 10.1097/cin.0000000000000983] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/03/2023]
Abstract
Heart failure is a complex, chronic disease that requires self-care to manage, and patients need support and education to perform adequate self-care. Although electronic health interventions to support behavior change and self-care in cardiovascular disease are gaining traction, there is little engaging online education specifically designed for heart failure patients. This paper describes the design and development of a heart failure self-care patient education Web site that integrated gamification, meaning the use of game design elements in a non-game context. We sought feedback on the Web site from a group of heart failure clinicians in a focus group using a semi-structured interview guide, and data were analyzed thematically. Clinician input during the design phase touched on themes such as patients' decision-making in heart failure and older adults' adoption of technology. Clinicians recommended that a narrative gamification technique should reflect real-life dilemmas patients encounter in their self-care. Clinicians also discussed the need to carefully plan reward-based gamification techniques to avoid unintended effects. Overall, a gamified Web site has the potential to support heart failure self-care, but efforts are needed to address the disparity of those with limited computer literacy or access.
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Rosa-Castillo A, García-Pañella O, Maestre-Gonzalez E, Pulpón-Segura A, Roselló-Novella A, Solà-Pola M. Gamification on Instagram: Nursing students' degree of satisfaction with and perception of learning in an educational game. NURSE EDUCATION TODAY 2022; 118:105533. [PMID: 36088779 DOI: 10.1016/j.nedt.2022.105533] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/28/2022] [Revised: 08/10/2022] [Accepted: 08/29/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Gamification has been shown to lead to greater motivation and participation among students. Currently, many teachers use social networks to share supplementary course materials and student work, but they have not incorporated gamified educational activities into social networking sites. OBJECTIVE To determine nursing students' satisfaction with an Instagram-based educational game and their perceptions of its effects on their learning. DESIGN We conducted a cross-sectional, descriptive, observational study. PARTICIPANTS First-year nursing students in the subject "Dietetics and Nutrition". RESULTS Of the total sample, 71.7 % agreed that gamification had helped them assimilate the content. Between 66 % and 70 % agreed that the experience had motivated them to keep up with the subject and learn more about the topic, that it had helped them to better understand certain concepts of the subject, that they would recommend the experience to other students, and that they enjoyed the experience of playing a game while learning. 71.7 % of them were in favour of increased use of gamification in other subjects. CONCLUSIONS The use of an Instagram-based educational game as a complement to in-class teaching was useful, enjoyable, and motivating for the acquisition of new knowledge.
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Affiliation(s)
- Antonio Rosa-Castillo
- School of Nursing, Faculty of Medicine and Health Sciences, University of Barcelona, Spain.
| | | | - Elena Maestre-Gonzalez
- School of Nursing, Faculty of Medicine and Health Sciences, University of Barcelona, Spain.
| | - Anna Pulpón-Segura
- School of Nursing, Faculty of Medicine and Health Sciences, University of Barcelona, Spain.
| | - Alba Roselló-Novella
- School of Nursing, Faculty of Medicine and Health Sciences, University of Barcelona, Spain.
| | - Montserrat Solà-Pola
- School of Nursing, Faculty of Medicine and Health Sciences, University of Barcelona, Spain.
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90
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Kok DL, Dushyanthen S, Peters G, Sapkaroski D, Barrett M, Sim J, Eriksen JG. Screen-based digital learning methods in radiation oncology and medical education. Tech Innov Patient Support Radiat Oncol 2022; 24:86-93. [PMID: 36324858 PMCID: PMC9619030 DOI: 10.1016/j.tipsro.2022.10.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/03/2022] [Revised: 09/21/2022] [Accepted: 10/03/2022] [Indexed: 11/25/2022] Open
Abstract
The field of radiation oncology is rapidly advancing through technological and biomedical innovation backed by robust research evidence. In addition, cancer professionals are notoriously time-poor, meaning there is a need for high quality, accessible and tailored oncological education programs. Digital learning (DL) is well-placed to cater to these needs, as it provides teaching options that can be delivered flexibly and on-demand from anywhere in the world. The evidence for usage of these techniques in medical education has expanded rapidly in recent years. However, there remains many reservations in the oncological community to adopting and developing DL, largely due to a poor familiarity with the pedagogical evidence base. This article will review the application of the screen-based DL tools that are at educators' disposal. It will summarize best-practice in developing tailored, made-for-screen videos, gamification, and infographics. It also reviews data behind the following practical tips of 1) strategically combining text with graphics to decrease cognitive load, 2) engaging users through use of interactive elements in digital content, and 3) maximizing impact through thoughtful organization of animations/images. Overall, the digital space evolving is well placed to cater to the evolving educational needs of oncology learners. This review and its practical tips aim to inspire further development in this arena, production of high-yield educational products, use of engaging delivery methods and programs that are tailored to individual learning needs.
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Affiliation(s)
- David L. Kok
- Peter MacCallum Cancer Centre – Moorabbin Campus, 865 Centre Rd, Bentleigh East Victoria 3165, Australia,Department of Clinical Pathology, University of Melbourne, Parkville Victoria 3010, Australia,Corresponding author at: Peter MacCallum Cancer Centre – Moorabbin Campus, 865 Centre Rd, Bentleigh East Victoria 3165, Australia.
| | - Sathana Dushyanthen
- Department of Clinical Pathology, University of Melbourne, Parkville Victoria 3010, Australia,Centre for Digital Transformation of Health, University of Melbourne, 700 Swanston St, Carlton, Victoria 3053, Australia
| | - Gabrielle Peters
- Department of Therapeutic Radiology, Yale University, Yale School of Medicine, 333 Cedar St, New Haven, CT 06510, United States
| | - Daniel Sapkaroski
- Peter MacCallum Cancer Centre, 305 Grattan St, Melbourne Victoria 3000, Australia
| | - Michelle Barrett
- Victorian Comprehensive Cancer Centre, 305 Grattan St, Melbourne Victoria 3000, Australia
| | - Jenny Sim
- Department of Medical Imaging and Radiation Sciences, Monash University, Wellington Rd, Clayton Victoria 3800, Australia
| | - Jesper Grau Eriksen
- Department of Experimental Clinical Oncology, Aarhus University Hospital, Aarhus Municipality, Denmark
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Blumer JB, Kruidering M, Brandl K, McPhail B, Simmons MA. American Society for Pharmacology and Experimental Therapeutics Division for Pharmacology Education at EB2022-Meeting report. Pharmacol Res Perspect 2022; 10:e01014. [PMID: 36210650 PMCID: PMC9549069 DOI: 10.1002/prp2.1014] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/03/2022] [Revised: 09/09/2022] [Accepted: 09/12/2022] [Indexed: 11/06/2022] Open
Abstract
The American Society for Pharmacology and Experimental Therapeutics (ASPET) held its annual meeting at the Experimental Biology 2022 conference in Philadelphia, PA on April 2-5, 2022. The authors provide a synopsis and discussion of each of the four sessions presented at the meeting under the ASPET Division for Pharmacology Education (DPE).
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Affiliation(s)
- Joe B. Blumer
- Department of Cell and Molecular Pharmacology and Experimental TherapeuticsMedical University of South CarolinaCharlestonSouth CarolinaUSA
| | - Marieke Kruidering
- Department of Pharmacology, College of MedicineUniversity of CaliforniaSan FranciscoCaliforniaUSA
| | - Katharina Brandl
- Skaggs School of Pharmacy and Pharmaceutical SciencesUniversity of California San DiegoLa JollaCaliforniaUSA
| | - Brooks McPhail
- Department of Biomedical SciencesUniversity of South Carolina School of Medicine Greenville CampusGreenvilleSouth CarolinaUSA
| | - Mark A. Simmons
- Department of Pharmaceutical SciencesUniversity of Maryland Eastern ShorePrincess AnneMarylandUSA
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Marcos-Pablos S, García-Peñalvo FJ. More than surgical tools: a systematic review of robots as didactic tools for the education of professionals in health sciences. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2022; 27:1139-1176. [PMID: 35771316 PMCID: PMC9244888 DOI: 10.1007/s10459-022-10118-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 04/29/2021] [Accepted: 04/23/2022] [Indexed: 06/15/2023]
Abstract
Within the field of robots in medical education, most of the work done during the last years has focused on surgeon training in robotic surgery, practicing surgery procedures through simulators. Apart from surgical education, robots have also been widely employed in assistive and rehabilitation procedures, where education has traditionally focused in the patient. Therefore, there has been extensive review bibliography in the field of medical robotics focused on surgical and rehabilitation and assistive robots, but there is a lack of survey papers that explore the potential of robotics in the education of healthcare students and professionals beyond their training in the use of the robotic system. The scope of the current review are works in which robots are used as didactic tools for the education of professionals in health sciences, investigating the enablers and barriers that affect the use of robots as learning facilitators. Systematic literature searches were conducted in WOS and Scopus, yielding a total of 3812 candidate papers. After removing duplicates, inclusion criteria were defined and applied, resulting in 171 papers. An in-depth quality assessment was then performed leading to 26 papers for qualitative synthesis. Results show that robots in health sciences education are still developed with a roboticist mindset, without clearly incorporating aspects of the teaching/learning process. However, they have proven potential to be used in health sciences as they allow to parameterize procedures, autonomously guide learners to achieve greater engagement, or enable collective learning including patients and instructors "in the loop". Although there exist documented added-value benefits, further research and efforts needs to be done to foster the inclusion of robots as didactic tools in the curricula of health sciences professionals. On the one hand, by analyzing how robotic technology should be developed to become more flexible and usable to support both teaching and learning processes in health sciences education, as final users are not necessarily well-versed in how to use it. On the other, there continues to be a need to develop effective and standard robotic enhanced learning evaluation tools, as well good quality studies that describe effective evaluation of robotic enhanced education for professionals in health sciences. As happens with other technologies when applied to the health sciences field, studies often fail to provide sufficient detail to support transferability or direct future robotic health care education programs.
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Affiliation(s)
- Samuel Marcos-Pablos
- GRIAL Research Group, University of Salamanca, IUCE, Paseo de Canalejas 169, 37008 Salamanca, Spain
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93
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Gerber A, Fischetti B. The Impact of Escape Room Gamification Using a Teleconferencing Platform on Pharmacy Student Learning. MEDICAL SCIENCE EDUCATOR 2022; 32:1159-1164. [PMID: 36160293 PMCID: PMC9483870 DOI: 10.1007/s40670-022-01641-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 09/12/2022] [Indexed: 06/16/2023]
Abstract
OBJECTIVE The purpose of this study is to design and implement a virtual escape room game using the Zoom video conferencing platform to enhance third professional doctor of pharmacy students' knowledge of self-management of sexual health and pregnancy prevention and to assess student's perception of the activity. METHODS Students were divided into five pre-assigned breakout rooms of five to six students each using the Zoom video conferencing platform, following the conclusion of the self-care sexual health and pregnancy prevention lecture. Once in the breakout room, students worked as a group to complete seven activities to gain access to a code needed to "escape the room." At the completion of the activity, students were asked to fill out a perceptions survey. RESULTS Twenty-six students participated in the virtual escape room activity, with all students completing the activity within the allotted time. Overall, students expressed positive attitudes toward the escape room activity, reporting it helped them check their knowledge of the subject, remain motivated, and connect with their classmates. CONCLUSIONS Overall, the virtual escape room had a positive impact on student learning and application of subject material.
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Affiliation(s)
- Anthony Gerber
- New York City Health + Hospitals/Coney Island, 2601 Ocean Parkway, Brooklyn, NY 11235 USA
| | - Briann Fischetti
- Arnold and Marie Schwartz College of Pharmacy, Long Island University, 1 University Plaza, Brooklyn, NY 11201 USA
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Song SL, Yu ZZ, Pavlech L, Scott IU, Greenberg PB. Theoretical Frameworks in Medical Education: Using a Systematic Review of Ophthalmology Education Research to Create a Theory of Change Model. J Grad Med Educ 2022; 14:568-582. [PMID: 36274766 PMCID: PMC9580314 DOI: 10.4300/jgme-d-22-00115.1] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/07/2022] [Revised: 05/25/2022] [Accepted: 07/22/2022] [Indexed: 11/06/2022] Open
Abstract
BACKGROUND Theoretical frameworks provide a lens to examine questions and interpret results; however, they are underutilized in medical education. OBJECTIVE To systematically evaluate the use of theoretical frameworks in ophthalmic medical education and present a theory of change model to guide educational initiatives. METHODS Six electronic databases were searched for peer-reviewed, English-language studies published between 2016 and 2021 on ophthalmic educational initiatives employing a theoretical framework. Quality of studies was assessed using the Grading of Recommendations, Assessment, Development, and Evaluations (GRADE) approach; risk of bias was evaluated using the Medical Education Research Study Quality Instrument (MERSQI) and the Accreditation Council for Graduate Medical Education (ACGME) guidelines for evaluation of assessment methods. Abstracted components of the included studies were used to develop a theory of change model. RESULTS The literature search yielded 1661 studies: 666 were duplicates, 834 studies were excluded after abstract review, and 132 after full-text review; 29 studies (19.2%) employing a theoretical framework were included. The theories used most frequently were the Dreyfus model of skill acquisition and Messick's contemporary validity framework. GRADE ratings were predominantly "low," the average MERSQI score was 10.04, and the ACGME recommendation for all assessment development studies was the lowest recommendation. The theory of change model outlined how educators can select, apply, and evaluate theory-based interventions. CONCLUSIONS Few ophthalmic medical education studies employed a theoretical framework; their overall rigor was low as assessed by GRADE, MERSQI, and ACGME guidelines. A theory of change model can guide integration of theoretical frameworks into educational initiatives.
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Affiliation(s)
- Sophia L. Song
- Sophia L. Song, ScB, is a Medical Student, Warren Alpert Medical School, Brown University
| | - Zane Z. Yu
- Zane Z. Yu, AB, is a Medical Student, Warren Alpert Medical School, Brown University
| | - Laura Pavlech
- Laura Pavlech, DVM, MSLS, is a Research Librarian, University of Maryland School of Pharmacy and University of Maryland Health and Human Services Library
| | - Ingrid U. Scott
- Ingrid U. Scott, MD, MPH, is a Professor of Ophthalmology and Public Health Sciences, Penn State College of Medicine
| | - Paul B. Greenberg
- Paul B. Greenberg, MD, MPH, is Deputy Chief Academic Affiliations Officer, Office of Academic Affiliations, United States Department of Veterans Affairs, and Professor of Surgery (Ophthalmology), Warren Alpert Medical School, Brown University
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Tavares N. The use and impact of game-based learning on the learning experience and knowledge retention of nursing undergraduate students: A systematic literature review. NURSE EDUCATION TODAY 2022; 117:105484. [PMID: 35917707 DOI: 10.1016/j.nedt.2022.105484] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/28/2022] [Revised: 06/21/2022] [Accepted: 07/18/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Active engagement of nursing students has deteriorated overtime, especially during the global pandemic. Therefore, there has been a widespread search for learning methods that incorporate digital technologies and active student participation in recent years. Game-based learning may be an option, as it uses game-design elements to enhance academic performance and learning. Its use in nursing education is, however, limited. OBJECTIVES The literature review aimed to explore student experience and learning when using game-based learning and to understand its uses in the nursing curriculum. DESIGN Systematic literature review using the Preferred Reporting Items for Systematic Reviews and Meta-analysis. DATA SOURCES ESBCO Discovery Service was used to search healthcare, science and education-related databases. REVIEW METHODS A comprehensive search of English language primary research published between 2017 and 2022 on the use of game-based learning in nursing undergraduate education was conducted. Data was analysed using thematic analysis. RESULTS Seventeen papers from 4 different countries were included. The studies explored interventions and subjects of increased teaching complexity that required increased levels of knowledge retention and critical thinking, such as nursing theory and complex clinical skills. Three themes emerged from the literature, including: approaches to game-based learning; student experience and engagement; impact of game-based learning on student learning and knowledge retention. Studies used a wide range of learning methods, such as quizzes, escape rooms and serious games. These methods were in general well-accepted by students, who endorsed its widespread use in the nursing curriculum. Most studies reported an increase in student experience and learning when using game-based learning, although time-limited games can often increase anxiety on students. CONCLUSIONS Game-based learning is an important alternative to traditional teaching methods. However, the recurrent use of game elements and its limited long-term effects may pose a limitation to its widespread use in nursing undergraduate education.
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Affiliation(s)
- Nuno Tavares
- University of Portsmouth, United Kingdom of Great Britain and Northern Ireland.
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96
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Cohen TN, Anger JT, Kanji FF, Zamudio J, DeForest E, Lusk C, Avenido R, Yoshizawa C, Bartkowicz S, Nemeth LS, Catchpole K. A Novel Approach for Engagement in Team Training in High-Technology Surgery: The Robotic-Assisted Surgery Olympics. J Patient Saf 2022; 18:570-577. [PMID: 35797490 PMCID: PMC9391262 DOI: 10.1097/pts.0000000000001056] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
INTRODUCTION There is ongoing interest in the development of technical and nontechnical skills in healthcare to improve safety and efficiency; however, barriers to developing and delivering related training programs make them difficult to implement. Unique approaches to training such as "serious games" may offer ways to motivate teams, reinforce skill acquisition, and promote teamwork. Given increased challenges to teamwork in robotic-assisted surgery (RAS), researchers aimed to develop the "RAS Olympics," a game-based educational competition to improve skills needed to successfully perform RAS. METHODS This pilot study was conducted at an academic medical center in Southern California. Robotic-assisted surgery staff were invited to participate in the "RAS Olympics" to develop their skills and identify opportunities to improve processes. Impact of the activity was assessed using surveys and debriefs. RESULTS Sixteen operating room team members participated and reacted favorably toward the RAS-Olympics (average score, 4.5/5). They enjoyed the activity, would recommend all staff participate, felt that it was relevant to their work, and believed that they practiced and learned new techniques that would improve their practice. Confidence in skills remained unchanged. Participants preferred the RAS Olympics to traditional training because it provided an interactive learning environment. CONCLUSIONS The successful implementation of the RAS Olympics provided insight into new opportunities to engage surgical staff members while also training technical and nontechnical skills. Furthermore, this shared experience allowed surgical staff members to gain a greater appreciation for their teammates and an understanding of the current challenges and methods to improve teamwork and communication while promoting safety and efficiency in RAS.
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Affiliation(s)
- Tara N. Cohen
- Research Scientist and Associate Professor, Department of Surgery, Cedars-Sinai Medical Center, Los Angeles, CA 90069
| | - Jennifer T. Anger
- Vice Chair of Research, Gender Affirming Surgery, Urologic Reconstruction, and Female Pelvic Medicine, University of California San Diego, Department of Urology, 9400 Campus Point Drive #7897, La Jolla, CA 92037
| | - Falisha F. Kanji
- Clinical Research Assistant, Department of Surgery, Cedars-Sinai Medical Center, Los Angeles, CA 90069
| | - Jennifer Zamudio
- Clinical Research Assistant, Department of Surgery, Cedars-Sinai Medical Center, Los Angeles, CA 90069
| | - Elise DeForest
- Program Assistant, Department of Anesthesia and Perioperative Medicine, Medical University of South Carolina, Charleston, SC 29425
| | - Connor Lusk
- Postdoctoral Scholar, Department of Anesthesia and Perioperative Medicine, Medical University of South Carolina, Charleston, SC 29425
| | - Ray Avenido
- Robotic Surgery Specialist, Department of Surgery, Cedars-Sinai Medical Center, Los Angeles, CA, 90048
| | - Christine Yoshizawa
- Assistant Nurse Manager, Department of Surgery, Cedars-Sinai Medical Center, Los Angeles, CA, 90048
| | - Stephanie Bartkowicz
- Clinical Nurse IV, Department of Surgery, Cedars-Sinai Medical Center, Los Angeles, CA, 90048
| | - Lynne S. Nemeth
- Professor, College of Nursing, Medical University of South Carolina, Charleston, SC
| | - Ken Catchpole
- Endowed Chair in Clinical Practice and Human Factors, Department of Anesthesia and Perioperative Medicine, Medical University of South Carolina, Charleston, SC
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97
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Watsjold BK, Cosimini M, Mui P, Chan TM. Much ado about gaming: An educator's guide to serious games and gamification in medical education. AEM EDUCATION AND TRAINING 2022; 6:e10794. [PMID: 36034886 PMCID: PMC9399447 DOI: 10.1002/aet2.10794] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/28/2022] [Revised: 07/09/2022] [Accepted: 07/19/2022] [Indexed: 06/15/2023]
Affiliation(s)
- Bjorn K. Watsjold
- Medical Education Research Fellowship, Department of Emergency MedicineUniversity of WashingtonSeattleWAUSA
| | - Michael Cosimini
- Division of General PediatricsOregon Health & Science UniversityPortlandOregonUSA
| | - Paulius Mui
- Shenandoah Valley Family Practice ResidencyFront RoyalVirginiaUnited States
| | - Teresa M. Chan
- Division of Emergency MedicineDivision of Education & Innovation, Department of Medicine, Faculty of Health SciencesMcMaster UniversityHamiltonOntarioCanada
- McMaster Education Research Innovation, and Theory (MERIT) Program, Office of Continuing Professional DevelopmentFaculty of Health Sciences, McMaster UniversityHamiltonOntarioCanada
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98
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Rudolphi-Solero T, Lorenzo-Alvarez R, Ruiz-Gomez MJ, Sendra-Portero F. Impact of compulsory participation of medical students in a multiuser online game to learn radiological anatomy and radiological signs within the virtual world Second Life. ANATOMICAL SCIENCES EDUCATION 2022; 15:863-876. [PMID: 34449983 DOI: 10.1002/ase.2134] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/11/2021] [Revised: 08/13/2021] [Accepted: 08/24/2021] [Indexed: 05/22/2023]
Abstract
Competitive game-based learning within Second Life enables effective teaching of basic radiological anatomy and radiological signs to medical students, with good acceptance and results when students participate voluntarily, but unknown in a compulsory context. The objectives of this study were to reproduce a competitive online game based on self-guided presentations and multiple-choice tests in a mandatory format, to evaluate its development and student perceptions compared to a voluntary edition in 2015 (N = 90). In 2016 and 2017, respectively, 191 and 182 third-year medical students participated in the game as a mandatory course activity. The mean (±SD) score of the game was 74.7% (±19.5%) in 2015, 71.2% (±21.5%) in 2016, and 67.5% (±21.5%) in 2017 (P < 0.01). Participants valued positively the organization and educational contents but found the virtual world less attractive and the game less interesting than in the voluntary edition. The experience globally was rated with 8.2 (±1.5), 7.8 (±1.5), and 7.1 (±1.7) mean points (±SD) in a ten-point scale, in the 2015, 2016, and 2017 editions, respectively (P < 0.05). Competitive learning games within virtual worlds like Second Life have great learning potential in radiology, but the mean score in the game decreased, acceptance of virtual world technology was lower, and opinion about the game was worse with a compulsory participation, and even worse when dropouts were not allowed. Under the conditions in which this study was conducted, learning games in three-dimensional virtual environments should be voluntary to maintain adequate motivation and engagement of medical students.
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Affiliation(s)
| | | | - Miguel J Ruiz-Gomez
- Department of Radiology and Physical Medicine, Universidad de Málaga, Málaga, Spain
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99
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Lohitharajah J, Youhasan P. Utilizing gamification effect through Kahoot in remote teaching of immunology: Medical students' perceptions. JOURNAL OF ADVANCES IN MEDICAL EDUCATION & PROFESSIONALISM 2022; 10:156-162. [PMID: 35910514 PMCID: PMC9309170 DOI: 10.30476/jamp.2022.93731.1548] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Subscribe] [Scholar Register] [Received: 11/24/2021] [Accepted: 03/02/2022] [Indexed: 05/19/2023]
Abstract
INTRODUCTION Gamification of learning is a novel pedagogical approach in education, and Kahoot is one of the game-based learning platforms widely used for formative assessments in real-time. This study aimed to explore the medical students' perception of using Kahoot in remote learning. METHODS The mixed-method study was carried out among 72 medical students (in third-year) at Eastern University, Sri Lanka, following a formative assessment on immunology conducted via zoom video conferencing and Kahoot. The students' perception was collected through a google form, which consisted of 13 statements with a 5-point Likert scale and an open-ended question. Descriptive statistics and Mann-Whitney test were computed using SPSS ver. 25. A content analysis was employed to interpret the qualitative statements. RESULTS The participants' age ranges from 23-28 years with male-female ratio of 1:1.57. The majority of the students felt happy (73.6%) while playing Kahoot remotely and recommended it (84.7%) for formative assessment in future. The participants agreed that Kahoot increased the focus, understanding of the subject, helped retain knowledge, motivated them to learn, provided fun during learning, and kept them active throughout. The majority of the participants agreed that Kahoot was an effective tool for distance learning. Internet connectivity and switching between two applications were identified as difficulties while playing remote mode Kahoot quizzes. CONCLUSION The online gaming platform Kahoot has a positive impact on learning immunology. Kahoot maintains its fun and enjoyable nature and motivates students to learn during remote teaching of immunology.
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Affiliation(s)
- Janarthani Lohitharajah
- Department of Pathophysiology, Faculty of Health-Care Sciences, Eastern University, Sri Lanka
| | - Punithalingam Youhasan
- Centre for Medical and Health Sciences Education, Faculty of Medical and Health Sciences, The University of Auckland, New Zealand
- Department of Medical Education & Research, Faculty of Health-Care Sciences, Eastern University, Sri Lanka
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100
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Carrouel F, Bourgeois D, Clément C, Tardivo D, Martinon P, Guiral S, Lan R, Viennot S, Dussart C, Fraticelli L. Oral-Hygiene-Related Mobile Apps in the French App Stores: Assessment of Functionality and Quality. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19127293. [PMID: 35742541 PMCID: PMC9223428 DOI: 10.3390/ijerph19127293] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/12/2022] [Revised: 06/10/2022] [Accepted: 06/11/2022] [Indexed: 02/07/2023]
Abstract
Mobile health apps can contribute to increased quality of individual oral hygiene behaviors. This study provides an overview and an evaluation of quality of oral-hygiene-related mobile apps currently available in Google Play Store and the French Apple App. A shortlist of nine apps was assessed by 10 oral health professionals using the Mobile App Rating Scale. Intraclass correlation was used to evaluate interrater agreement. Best quality scores were obtained by Oral-B (3.4 ± 0.97), Colgate Connect (3.20 ± 0.63), and Preventeeth (3.10 ± 1.1) and worst ones by Mimizaur se brosse les dents (1.80 ± 0.79) and Kolibree (2.30 ± 0.82). The subjective quality scores ranged from 2.62 ± 0.61 (Oral-B) to 1.5 ± 0.61 (MSD). Specificity of the content ranged from 3.46 ± 0.84 (Preventeeth) to 1.78 ± 0.47 (Mimizaur se brosse les dents). Thus, even if oral health professionals positively evaluated the quality of oral-hygiene-related mobile apps, they are less assertive concerning their impact on the user's knowledge, attitudes, and intentions to change, as well as the likelihood of actual change in the oral hygiene behavior. Further investigations are needed to assess whether information from these apps is consistent with oral hygiene recommendations and to determine the long-term impacts of these apps.
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Affiliation(s)
- Florence Carrouel
- Health, Systemic, Process, UR 4129 Research Unit, University Claude Bernard Lyon 1, University of Lyon, 69008 Lyon, France; (D.B.); (C.C.); (P.M.); (S.V.); (C.D.); (L.F.)
- Correspondence: ; Tel.: +33-(0)-4-78-78-57-45
| | - Denis Bourgeois
- Health, Systemic, Process, UR 4129 Research Unit, University Claude Bernard Lyon 1, University of Lyon, 69008 Lyon, France; (D.B.); (C.C.); (P.M.); (S.V.); (C.D.); (L.F.)
| | - Céline Clément
- Health, Systemic, Process, UR 4129 Research Unit, University Claude Bernard Lyon 1, University of Lyon, 69008 Lyon, France; (D.B.); (C.C.); (P.M.); (S.V.); (C.D.); (L.F.)
- Prisme Team, Interpsy Laboratory, EA 4432, University of Lorraine, CEDEX, 54015 Nancy, France
| | - Delphine Tardivo
- Laboratory Anthropology, Health Law, and Medical Ethics, UMR 7268, Aix-Marseille University 2, 13344 Marseille, France; (D.T.); (R.L.)
| | - Prescilla Martinon
- Health, Systemic, Process, UR 4129 Research Unit, University Claude Bernard Lyon 1, University of Lyon, 69008 Lyon, France; (D.B.); (C.C.); (P.M.); (S.V.); (C.D.); (L.F.)
| | - Sébastien Guiral
- Laboratory Molecular Microbiology and Structural Biochemistry (MMSB), UMR 5086 CNRS/University of Lyon, 69367 Lyon, France;
| | - Romain Lan
- Laboratory Anthropology, Health Law, and Medical Ethics, UMR 7268, Aix-Marseille University 2, 13344 Marseille, France; (D.T.); (R.L.)
| | - Stéphane Viennot
- Health, Systemic, Process, UR 4129 Research Unit, University Claude Bernard Lyon 1, University of Lyon, 69008 Lyon, France; (D.B.); (C.C.); (P.M.); (S.V.); (C.D.); (L.F.)
| | - Claude Dussart
- Health, Systemic, Process, UR 4129 Research Unit, University Claude Bernard Lyon 1, University of Lyon, 69008 Lyon, France; (D.B.); (C.C.); (P.M.); (S.V.); (C.D.); (L.F.)
| | - Laurie Fraticelli
- Health, Systemic, Process, UR 4129 Research Unit, University Claude Bernard Lyon 1, University of Lyon, 69008 Lyon, France; (D.B.); (C.C.); (P.M.); (S.V.); (C.D.); (L.F.)
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