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Castellano MS, Contreras-McKay I, Neyem A, Farfán E, Inzunza O, Ottone NE, Del Sol M, Alario-Hoyos C, Alvarado MS, Tubbs RS. Empowering human anatomy education through gamification and artificial intelligence: An innovative approach to knowledge appropriation. Clin Anat 2024; 37:12-24. [PMID: 37453079 DOI: 10.1002/ca.24074] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/08/2023] [Accepted: 05/18/2023] [Indexed: 07/18/2023]
Abstract
Gamification has appeared as an alternative educational methodology to traditional tools. Specifically, in anatomy teaching, multiple technological applications have emerged in response to the difficulties of accessing cadaveric material; however, there is insufficient information about the effects of these applications on the performance achieved by students, or about to the best way to adapt learning to meet their educational needs. In this study, we investigated how teaching human anatomy through a mobile gamified technological tool containing recommendation systems can be combined with a virtual assistant to improve the learning and academic performance of medical students in the Anatomy Department at the Universidad de La Frontera in Temuco, Chile and the Anatomy Department at the Pontificia Universidad Católica de Chile. In total, 131 students participated in the experiment, which was divided into two case studies. The main findings led to the conclusion that gamified components support students in learning anatomy. In addition, the predictions and recommendations provided by the virtual assistant enabled the academic aspects that the students needed to improve to be extracted adequately. Future work is expected to support adaptive learning by incorporating new artificial intelligence in education elements that can generate personalized scenarios for studying anatomy based on the application.
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Affiliation(s)
- Mónica Stambuk Castellano
- Department of Computer Science, School of Engineering, Pontificia Universidad Católica de Chile, Santiago, Chile
| | - Ignacio Contreras-McKay
- Department of Computer Science, School of Engineering, Pontificia Universidad Católica de Chile, Santiago, Chile
| | - Andrés Neyem
- Department of Computer Science, School of Engineering, Pontificia Universidad Católica de Chile, Santiago, Chile
- Centro Nacional de Inteligencia Artificial CENIA, Santiago, Chile
| | - Emilio Farfán
- Department of Anatomy, School of Medicine, Pontificia Universidad Católica de Chile, Santiago, Chile
| | - Oscar Inzunza
- Department of Anatomy, School of Medicine, Pontificia Universidad Católica de Chile, Santiago, Chile
| | - Nicolás E Ottone
- Laboratory of Plastination and Anatomical Techniques, Universidad de La Frontera, Temuco, Chile
- Centre for Research in Dental Sciences (CICO), Department of Integral Adults Odontology, School of Dentistry, Universidad de La Frontera, Temuco, Chile
- Center of Excellence in Morphological and Surgical Studies (CEMyQ), School of Medicine, Universidad de La Frontera, Temuco, Chile
| | - Mariano Del Sol
- Center of Excellence in Morphological and Surgical Studies (CEMyQ), School of Medicine, Universidad de La Frontera, Temuco, Chile
| | - Carlos Alario-Hoyos
- Telematics Engineering Department, Universidad Carlos III de Madrid, Getafe, Spain
| | | | - R Shane Tubbs
- Department of Neurosurgery, Tulane University School of Medicine, New Orleans, Louisiana, USA
- Department of Neurology, Tulane University School of Medicine, New Orleans, Louisiana, USA
- Department of Structural & Cellular Biology, Tulane University School of Medicine, New Orleans, Louisiana, USA
- Department of Surgery, Tulane University School of Medicine, New Orleans, Louisiana, USA
- Department of Anatomical Sciences, St. George's University, St. George's, Grenada
- Department of Neurosurgery and Ochsner Neuroscience Institute, Ochsner Health System, New Orleans, Louisiana, USA
- Greater Brisbane Clinical School, University of Queensland, Brisbane, Queensland, Australia
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Kim K, Yang H, Lee J, Lee WG. Metaverse Wearables for Immersive Digital Healthcare: A Review. ADVANCED SCIENCE (WEINHEIM, BADEN-WURTTEMBERG, GERMANY) 2023; 10:e2303234. [PMID: 37740417 PMCID: PMC10625124 DOI: 10.1002/advs.202303234] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/19/2023] [Revised: 07/15/2023] [Indexed: 09/24/2023]
Abstract
The recent exponential growth of metaverse technology has been instrumental in reshaping a myriad of sectors, not least digital healthcare. This comprehensive review critically examines the landscape and future applications of metaverse wearables toward immersive digital healthcare. The key technologies and advancements that have spearheaded the metamorphosis of metaverse wearables are categorized, encapsulating all-encompassed extended reality, such as virtual reality, augmented reality, mixed reality, and other haptic feedback systems. Moreover, the fundamentals of their deployment in assistive healthcare (especially for rehabilitation), medical and nursing education, and remote patient management and treatment are investigated. The potential benefits of integrating metaverse wearables into healthcare paradigms are multifold, encompassing improved patient prognosis, enhanced accessibility to high-quality care, and high standards of practitioner instruction. Nevertheless, these technologies are not without their inherent challenges and untapped opportunities, which span privacy protection, data safeguarding, and innovation in artificial intelligence. In summary, future research trajectories and potential advancements to circumvent these hurdles are also discussed, further augmenting the incorporation of metaverse wearables within healthcare infrastructures in the post-pandemic era.
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Affiliation(s)
- Kisoo Kim
- Intelligent Optical Module Research CenterKorea Photonics Technology Institute (KOPTI)Gwangju61007Republic of Korea
| | - Hyosill Yang
- Department of NursingCollege of Nursing ScienceKyung Hee UniversitySeoul02447Republic of Korea
| | - Jihun Lee
- Department of Mechanical EngineeringCollege of EngineeringKyung Hee UniversityYongin17104Republic of Korea
| | - Won Gu Lee
- Department of Mechanical EngineeringCollege of EngineeringKyung Hee UniversityYongin17104Republic of Korea
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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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Zolfaghari M, Shirzadi S, Motamed M. Using a mobile application for psychiatry training in medical students: a quasi-experimental study. Australas Psychiatry 2023:10398562231159509. [PMID: 36840465 DOI: 10.1177/10398562231159509] [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] [Indexed: 02/26/2023]
Abstract
OBJECTIVE Microlearning and gamification through mobile technology can significantly enhance knowledge acquisition and satisfaction. Roozbehyar application, was designed using microlearning and gamification approaches for psychiatry clerkship training. METHOD This quasi-experimental study was conducted in Roozbeh Hospital, in 2021. The intervention group was assigned to the Roozbehyar during a 4-week course. Knowledge and satisfaction were assessed after 4 weeks. RESULTS We recruited 27 (F/M: 19/8) and 35 students (F/M: 22/13) in the intervention and control groups, respectively. Learning through Roozbehyar was associated with higher scores in the final written exam (p value: 0.031). No difference was seen in the final global assessment scores. The satisfaction scores of the students regarding the content and learners' aspect of the application were above average, yet scores in structural and support aspects were below average. CONCLUSIONS We highlighted the effect of a microlearning mobile application in increasing knowledge and satisfaction in psychiatry training in medical students.
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Affiliation(s)
- Mitra Zolfaghari
- E-Learning Department, 48439Tehran University of Medical Sciences, Tehran, Iran
| | - Shahriar Shirzadi
- Psychiatry Department, Hamedan University of Medical Sciences, Hamedan, Iran
| | - Mahtab Motamed
- Psychiatry Department, 48439Tehran University of Medical Sciences, Tehran, Iran
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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: 1] [Impact Index Per Article: 1.0] [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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Ford T, Buchanan DM, Azeez A, Benrimoh DA, Kaloiani I, Bandeira ID, Hunegnaw S, Lan L, Gholmieh M, Buch V, Williams NR. Taking modern psychiatry into the metaverse: Integrating augmented, virtual, and mixed reality technologies into psychiatric care. Front Digit Health 2023; 5:1146806. [PMID: 37035477 PMCID: PMC10080019 DOI: 10.3389/fdgth.2023.1146806] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/20/2023] [Accepted: 02/27/2023] [Indexed: 04/11/2023] Open
Abstract
The landscape of psychiatry is ever evolving and has recently begun to be influenced more heavily by new technologies. One novel technology which may have particular application to psychiatry is the metaverse, a three-dimensional digital social platform accessed via augmented, virtual, and mixed reality (AR/VR/MR). The metaverse allows the interaction of users in a virtual world which can be measured and manipulated, posing at once exciting new possibilities and significant potential challenges and risks. While the final form of the nascent metaverse is not yet clear, the immersive simulation and holographic mixed reality-based worlds made possible by the metaverse have the potential to redefine neuropsychiatric care for both patients and their providers. While a number of applications for this technology can be envisioned, this article will focus on leveraging the metaverse in three specific domains: medical education, brain stimulation, and biofeedback. Within medical education, the metaverse could allow for more precise feedback to students performing patient interviews as well as the ability to more easily disseminate highly specialized technical skills, such as those used in advanced neurostimulation paradigms. Examples of potential applications in brain stimulation and biofeedback range from using AR to improve precision targeting of non-invasive neuromodulation modalities to more innovative practices, such as using physiological and behavioral measures derived from interactions in VR environments to directly inform and personalize treatment parameters for patients. Along with promising future applications, we also discuss ethical implications and data security concerns that arise when considering the introduction of the metaverse and related AR/VR technologies to psychiatric research and care.
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Affiliation(s)
- T.J. Ford
- Brain Stimulation Laboratory, Department of Psychiatry and Behavioral Sciences, Stanford University, Palo Alto, CA, United States
| | - Derrick M. Buchanan
- Brain Stimulation Laboratory, Department of Psychiatry and Behavioral Sciences, Stanford University, Palo Alto, CA, United States
- Correspondence: Derrick M. Buchanan
| | - Azeezat Azeez
- Brain Stimulation Laboratory, Department of Psychiatry and Behavioral Sciences, Stanford University, Palo Alto, CA, United States
| | - David A. Benrimoh
- Brain Stimulation Laboratory, Department of Psychiatry and Behavioral Sciences, Stanford University, Palo Alto, CA, United States
- Department of Psychiatry, McGill University, Montreal, QC, Canada
| | - Irakli Kaloiani
- Brain Stimulation Laboratory, Department of Psychiatry and Behavioral Sciences, Stanford University, Palo Alto, CA, United States
| | - Igor D. Bandeira
- Brain Stimulation Laboratory, Department of Psychiatry and Behavioral Sciences, Stanford University, Palo Alto, CA, United States
| | - Saron Hunegnaw
- Brain Stimulation Laboratory, Department of Psychiatry and Behavioral Sciences, Stanford University, Palo Alto, CA, United States
| | - Lucy Lan
- Brain Stimulation Laboratory, Department of Psychiatry and Behavioral Sciences, Stanford University, Palo Alto, CA, United States
| | - Mia Gholmieh
- Brain Stimulation Laboratory, Department of Psychiatry and Behavioral Sciences, Stanford University, Palo Alto, CA, United States
| | - Vivek Buch
- Brain Stimulation Laboratory, Department of Psychiatry and Behavioral Sciences, Stanford University, Palo Alto, CA, United States
- Neurosurgery, Stanford University, Palo Alto, CA, United States
| | - Nolan R. Williams
- Brain Stimulation Laboratory, Department of Psychiatry and Behavioral Sciences, Stanford University, Palo Alto, CA, United States
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Inaugural Pan-Canadian RADGames: Results From a Successful Approach to Radiology Education for Medical Students. Acad Radiol 2023; 30:113-121. [PMID: 35995693 DOI: 10.1016/j.acra.2022.07.005] [Citation(s) in RCA: 5] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/28/2022] [Revised: 06/27/2022] [Accepted: 07/02/2022] [Indexed: 01/13/2023]
Abstract
RATIONALE AND OBJECTIVES A goal in radiology undergraduate medical education is to improve exposure to the field. In 2022, the Canadian Association of Radiologists' Medical Student Network hosted for the first time "RADGames," an interactive image interpretation contest for medical students across Canada. This program was aimed to spark interest in radiology and improve students' image interpretation skills through gamification with expert guidance. MATERIALS AND METHODS Volunteers from Radiology Interest Groups in Canadian medical schools set up a virtual event for the competition using breakout rooms and a quiz platform. Participant recruitment was through social media and advertisement by medical student associations. Participants were surveyed anonymously for feedback following the event. Data about previous exposure to and knowledge of radiology, and an evaluation of the event including self-perceived impact on participants' understanding of the field were collected. RESULTS Eighty seven medical students from 15 of Canada's 17 medical schools competed against one another virtually. Forty seven (54%) responded to the post-event evaluation survey. All responses about the event itself were favourable. Respondents overwhelmingly indicated that RADGames increased their interest in radiology (38, 81%), their understanding of the work of a radiologist (31, 66%) and their knowledge about medical imaging (46, 98%), and improved their confidence in basic imaging interpretation (36, 77%). CONCLUSION The Canadian Association of Radiologists' Medical Student Network hosted Canada's first national image interpretation competition for medical students, RADGames. Feedback was overwhelmingly positive, with perceived benefits to participants on their understanding of and interest in radiology.
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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
| | - 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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Augmented Reality and Gamification in Education: A Systematic Literature Review of Research, Applications, and Empirical Studies. APPLIED SCIENCES-BASEL 2022. [DOI: 10.3390/app12136809] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/04/2023]
Abstract
This study scrutinizes the existing literature regarding the use of augmented reality and gamification in education to establish its theoretical basis. A systematic literature review following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement was conducted. To provide complete and valid information, all types of related studies for all educational stages and subjects throughout the years were investigated. In total, 670 articles from 5 databases (Scopus, Web of Science, Google Scholar, IEEE, and ERIC) were examined. Based on the results, using augmented reality and gamification in education can yield several benefits for students, assist educators, improve the educational process, and facilitate the transition toward technology-enhanced learning when used in a student-centered manner, following proper educational approaches and strategies and taking students’ knowledge, interests, unique characteristics, and personality traits into consideration. Students demonstrated positive behavioral, attitudinal, and psychological changes and increased engagement, motivation, active participation, knowledge acquisition, focus, curiosity, interest, enjoyment, academic performance, and learning outcomes. Teachers also assessed them positively. Virtual rewards were crucial for improving learning motivation. The need to develop appropriate validation tools, design techniques, and theories was apparent. Finally, their potential to create collaborative and personalized learning experiences and to promote and enhance students’ cognitive and social–emotional development was evident.
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Kovalenko IV, Skvortsova TP. Game Technologies and Gamification Techniques in Teaching English: An Analysis of Pedagogical Experience. RUDN JOURNAL OF PSYCHOLOGY AND PEDAGOGICS 2022. [DOI: 10.22363/2313-1683-2022-19-2-382-392] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022] Open
Abstract
Game technologies (including computer-based ones) applied for teaching English have long occupied an important and permanent place in the structure of the lesson. They are very helpful in developing intercultural communicative competences as well as increasing motivation and self-organization. The purpose of this study is to objectively show how game methods of work and gamification techniques are actually implemented by modern teachers in English classes in both full-time and distance education. The theoretical significance of the study lies in the analysis of empirical psychological and pedagogical research on the problems of teaching English by both domestic and foreign scientists, on the basis of which the authors have compiled a questionnaire to summarize the experience of English teachers, classify electronic games and gamification techniques in the classroom. The study sample consisted of 48 English teachers with teaching experience from 1 to 13 years, the age range of their students being from 3 to 60 years old. The teachers used the questionnaire to analyze their experience in using gamification techniques and game technologies both in face-to-face and online lessons. All the teachers used game methods of work and gamification techniques in their classes regardless of the students’ age. The games that the teachers included in their lessons could be conveniently classified into didactic games (used by two-thirds of the teachers), multiplayer cooperation games (included by every fifth teacher) and hidden object games with a non-linear plot (used in class by a quarter of the teachers in the sample). Most of the teachers who used the gamification techniques noted a steady increase in students’ motivation in the classroom. The practical significance of the research results lies in the possibility of building an individual trajectory of self-education and professional development of English language teachers both in basic and in supplementary education. The generalized practical experience of the teachers who participated in the study can be used as the basis for methodological and pedagogical recommendations for improving informational and communicational competences and pedagogical skills of English language teachers.
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Zeidan S, Baltaze S, Garcin B, de Liège A, Doridam J, Josse L, Degos B. The "Neurospeed" game: a fun tool to learn the neurological semiology. BMC MEDICAL EDUCATION 2022; 22:224. [PMID: 35361216 PMCID: PMC8970646 DOI: 10.1186/s12909-022-03316-8] [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: 09/26/2021] [Accepted: 03/11/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND Neurological semiology is often considered by medical students as particularly difficult to learn. Finding alternative teaching methods may improve students' motivation and understanding of this field. METHODS We developed the "Neurospeed", a game to learn neurological syndromes. We assessed its efficiency on short-term learning of neurological syndromes in third-year medical students, through Multiple Choice Questions (MCQs) before and after the game session. Students' satisfaction was evaluated by a satisfaction survey. RESULTS Out of the 199 third-year medical students of the Faculty of Medicine Sorbonne Paris Nord, 180 attended the Neurospeed in December 2020, and 148 answered 20 Multiple Choice Questions before and after the game, with significant improvement of their score (p < 0.001). Most of the participants agreed that the game was playful, stimulating, and helpful to learn neurological semiology. CONCLUSIONS Overall, our results show that the Neurospeed game is an interesting tool as a complement to traditional lectures. Further studies are necessary to compare the efficacy of different types of serious games on short-term and long-term learning of neurological semiology.
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Affiliation(s)
- Sinead Zeidan
- Neurology Department, APHP, Hôpital Avicenne, Hôpitaux Universitaires de Paris - Seine Saint Denis, Sorbonne Paris Nord, Bobigny, France
| | - Solenne Baltaze
- Medicine Department, UFR SMBH, Sorbonne Paris Nord, Bobigny, France
| | - Béatrice Garcin
- Neurology Department, APHP, Hôpital Avicenne, Hôpitaux Universitaires de Paris - Seine Saint Denis, Sorbonne Paris Nord, Bobigny, France
| | - Astrid de Liège
- Neurology Department, APHP, Hôpital Avicenne, Hôpitaux Universitaires de Paris - Seine Saint Denis, Sorbonne Paris Nord, Bobigny, France
| | - Jennifer Doridam
- Neurology Department, APHP, Hôpital Avicenne, Hôpitaux Universitaires de Paris - Seine Saint Denis, Sorbonne Paris Nord, Bobigny, France
| | - Laure Josse
- Healthcare Simulation Center, UFR SMBH, Sorbonne Paris Nord, Bobigny, France
| | - Bertrand Degos
- Neurology Department, APHP, Hôpital Avicenne, Hôpitaux Universitaires de Paris - Seine Saint Denis, Sorbonne Paris Nord, Bobigny, France.
- Center for Interdisciplinary Research in Biology, Collège de France, CNRS UMR7241/INSERM U1050, Université PSL, Paris, France.
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Han L, Cao Q, Xie T, Chen X, Liu Y, Bai J. Exploring the experience of nursing undergraduates in using gamification teaching mode based on the flow theory in nursing research: A qualitative study. NURSE EDUCATION TODAY 2021; 107:105158. [PMID: 34607296 DOI: 10.1016/j.nedt.2021.105158] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/13/2021] [Revised: 09/18/2021] [Accepted: 09/24/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND With the development of evidence-based nursing practice, nursing research courses are important in undergraduate programs. However, nursing research courses are highly theoretical, which is difficult for students to understand. Improving the teaching quality of nursing research courses is a challenge for educators. OBJECTIVES To understand the learning experience and the effect of gamification teaching on nursing undergraduates, and to provide new ideas for nurse educators. DESIGN A qualitative research design using individual semi-structured interviews. SETTINGS Gamification teaching was applied in an undergraduate nursing research course over one semester at a university in Central China. PARTICIPANTS Purposive sampling was adopted to select nine undergraduate nursing students who had recently completed gamification teaching in a nursing research course. METHODS Data were collected through semi-structured interviews and analyzed using Colaizzi's phenomenological method. RESULTS Three major themes and seven subthemes emerged from the interviewees' experience: (1) positive attitude (e.g., acceptance with pleasure and flow experience); (2) self-perceived competence improvement (e.g., creative thinking, collaboration, and knowledge internalization and application); and (3) challenges of gamification teaching (e.g., learning pressure and rationality of game design). CONCLUSIONS The gamification teaching mode based on the flow theory had a positive effect on the students' learning experience in the nursing research course. It is recommended to improve the game design model and to enhance its effectiveness for classrooms in the future.
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Affiliation(s)
- Lu Han
- School of Nursing, Wuhan University, No. 115, Donghu Road, Wuhan 430071, Hubei, China.
| | - Qiongya Cao
- School of Nursing, Hubei University of Medicine, No. 30, Renmin South Road, Shiyan 442000, Hubei, China.
| | - Tianqu Xie
- School of Nursing, Wuhan University, No. 115, Donghu Road, Wuhan 430071, Hubei, China.
| | - Xiangxu Chen
- School of Nursing, Wuhan University, No. 115, Donghu Road, Wuhan 430071, Hubei, China.
| | - Yanqun Liu
- School of Nursing, Wuhan University, No. 115, Donghu Road, Wuhan 430071, Hubei, China.
| | - Jinbing Bai
- Nell Hodgson Woodruff School of Nursing, Emory University, Atlanta, GA 30322, USA.
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Di Marco L. User-centered evaluation of Discord in midwifery education during the COVID-19 pandemic: Analysis of the adaptation of the tool to student needs. Eur J Midwifery 2021; 5:51. [PMID: 34782891 PMCID: PMC8562159 DOI: 10.18332/ejm/142638] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/25/2021] [Revised: 09/27/2021] [Accepted: 09/28/2021] [Indexed: 11/24/2022] Open
Abstract
INTRODUCTION In the context of the COVID-19 pandemic in 2020, and in order to overcome the lack of face-to-face contact between students and teachers, the midwifery department of Grenoble (France) decided to use the Discord tool in the training of midwifery students. In order to evaluate the relevance of using instant messaging software for the education of future midwives, the tool was evaluated by the students. METHODS We conducted, in January 2021, a user-centered online study with all midwifery students in training for the classes of 2020-2021, using the French translation of Anstey and Watson's Rubric for the Evaluation of eLearning Tools. This evaluation analyzed the different dimensions of Discord in the context of training: functionality, accessibility, technology, design, privacy and data protection, social presence, pedagogical presence, and cognitive presence. RESULTS Discord had a good functionality for 75% of the students surveyed. They found Discord to be suitable for maintaining social links and creating serious games. But they did not find it useful for following courses or practical work. More than 80% of the midwifery students interviewed agreed that Discord can be adapted to different learning contexts. CONCLUSIONS The department can continue to use Discord without reservation for the creation of serious games, as well as for maintaining links between students and teaching staff in the department. Discord has the characteristics of a social network, allowing students to connect with each other.
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Affiliation(s)
- Lionel Di Marco
- Midwifery Department, Faculty of Medicine, Grenoble-Alpes University, Grenoble, France
- TIMC-IMAG Lab, UMR 5525, ThEMAS Team, CNRS, Public Health Department, Grenoble-Alpes University, Grenoble, France
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