1
|
Masters K, Correia R, Nemethy K, Benjamin J, Carver T, MacNeill H. Online learning in health professions education. Part 2: Tools and practical application: AMEE Guide No. 163. MEDICAL TEACHER 2024; 46:18-33. [PMID: 37740948 DOI: 10.1080/0142159x.2023.2259069] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 09/25/2023]
Abstract
Part 1 of the AMEE Guide Online learning in health professions education focused on foundational concepts such as theory, methods, and instructional design in online learning. Part 2 builds upon Part 1, introducing technology tools and applications of these foundational concepts by exploring the various levels (from beginner to advanced) of utilisation, while describing how their usage can transform Health Professions Education. This Part covers Learning Management Systems, infographics, podcasting, videos, websites, social media, online discussion forums, simulation, virtual patients, extended and virtual reality. Intertwined are other topics, such as online small group teaching, game-based learning, FOAM, online social and collaboration learning, and virtual care teaching. We end by discussing digital scholarship and emerging technologies. Combined with Part 1, the overall aim of Part 2 is to produce a comprehensive overview to help guide effective use online learning in Health Professions Education.
Collapse
Affiliation(s)
- Ken Masters
- Medical Education and Informatics Department, College of Medicine and Health Sciences, Sultan Qaboos University, Sultanate of Oman
| | | | - Kataryna Nemethy
- Baycrest Academy, Dalla Lana School of Public Health, University of Toronto, Toronto, Canada
| | - Jennifer Benjamin
- Department of Education Innovation and Technology, Texas Childrens Hospital (TCH), Texas, USA
| | | | - Heather MacNeill
- Department of Medicine, Continuing Professional Development, University of Toronto, Toronto, Canada
| |
Collapse
|
2
|
Akaltan KF, Önder C, Vural Ç, Orhan K, Akdoğan N, Atakan C. The effect of game-based learning on basic life support skills training for undergraduate dental students. J Dent Educ 2023; 87:1458-1468. [PMID: 37400112 DOI: 10.1002/jdd.13303] [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: 04/16/2023] [Revised: 05/29/2023] [Accepted: 06/02/2023] [Indexed: 07/05/2023]
Abstract
OBJECTIVES The aim of this study was to investigate the impact of serious game training on the performance of undergraduate dental students during basic life support (BLS) training. METHODS Students at the Ankara University Faculty of Dentistry were divided into two groups at random: Serious Game (SG) (n = 46) and Traditional (Tr) (n = 45). Students completed the BLS pre-test following their lecture-based training. The SG set of students practiced until they achieved an 85 on the BLS Platform, after which they completed the BLS post-test. All students practiced cardiopulmonary resuscitation (CPR) on a manikin with the instructor's guidance, and then they independently applied CPR by using the model training component. The module evaluation scale was then used to determine each student's grade. Finally, the students provided input on surveys regarding technology perceptions of SG training, serious gaming, and hands-on training. RESULTS In the SG group, the BLS post-test scores were significantly higher than the pre-test results (p = 0.00). In the SG and Tr groups, there was no statistically significant difference in the overall hands-on training scores (p = 0.11). Students in both groups evaluated the hands-on training on the manikin favorably and with high levels of participation. CONCLUSIONS The SG-based training platform for BLS training has enhanced the BLS performance of undergraduate dental students in terms of knowledge and skill. It has been shown that digital learners have a beneficial impact on game-based learning outcomes; it is advised to use SGs and develop new games for various learning objectives.
Collapse
Affiliation(s)
- Kadriye Funda Akaltan
- Department of Prosthodontics, Faculty of Dentistry, Ankara University, Ankara, Turkey
| | - Canan Önder
- Department of Periodontology, Faculty of Dentistry, Ankara University, Ankara, Turkey
| | - Çağıl Vural
- Department of Oral and Maxillofacial Surgery, Anesthesiology, Faculty of Dentistry, Ankara University, Ankara, Turkey
| | - Kaan Orhan
- Department of Dentomaxillofacial Radiology, Faculty of Dentistry, Ankara University, Ankara, Turkey
| | - Nihan Akdoğan
- Aesthetic and Computerized Dentistry Research Clinic, Faculty of Dentistry, Ankara University, Ankara, Turkey
| | - Cemal Atakan
- Department of Statistics, Faculty of Science, Ankara University, Ankara, Turkey
| |
Collapse
|
3
|
Pajor M, Xie N, Podolej G. Medical student education simulation competitions. CLINICAL TEACHER 2023; 20:e13547. [PMID: 36274198 DOI: 10.1111/tct.13547] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/23/2022] [Accepted: 10/03/2022] [Indexed: 01/21/2023]
Abstract
BACKGROUND Sim Wars is a simulation-based competition wherein teams of medical trainees are presented a clinical scenario and provide patient care in front of a live audience. This non-traditional educational offering is a form of serious games in medical education and allows for experiential learning via direct observation. Although a well-described educational modality within graduate medical education, there is a dearth of literature regarding Sim Wars as an educational tool within undergraduate medical education. In this paper, we aim to share student perspectives after participating in Sim Wars. APPROACH The Sim Wars competition was designed as a double-elimination bracket tournament with arena-style direct observation to maximise student engagement. Teams were provided formative feedback in areas of medical knowledge, clinical management and communication skills. A total of 64 students participated in a regional Sim Wars tournament over the course of 2 years. EVALUATION A total of 36 students completed Likert-based surveys immediately after the Sim Wars competition. Quantitative data and open-ended responses were analysed. Fourteen students participated in focus groups held a few months after Sim Wars regarding their experiences during the competition. Thematic analysis was systematically performed on the qualitative data. IMPLICATION Participation in Sim Wars was viewed by students as a high-yield learning experience that increased competence on subsequent clinical rotations. We conclude that this form of serious game can be a highly beneficial educational format for medical students especially if they spend time preparing for the competition and receive structured feedback on their performance.
Collapse
Affiliation(s)
- Michael Pajor
- Emergency Medicine PGY-3, Washington University St. Louis School of Medicine, St. Louis, Missouri, USA
| | - Nicholas Xie
- MS3, College of Medicine, University of Illinois, Peoria, Illinois, USA
| | | |
Collapse
|
4
|
Abstract
Background: Game-based learning is a successful strategy for teaching various concepts to students, from general orientations to more in-depth material. Pharmacy students in a first-year lab course were introduced to library and drug information resources through a lecture-style class in their first week of school, which was ineffective in terms of engagement. To combat this issue, the pharmacy liaison librarian advocated for moving this class session later in the semester and proposed a game-based activity to replace the lecture. Case Presentation: “The Amazing Race: Drug Information Edition” was inspired by a well-known TV competition that involves completing several stages (called “legs”) of challenges to finish the race. The librarian developed questions designed to make students use various parts of the library website as well as two drug information databases. Students competed in teams, and the first three teams to complete the race were awarded small prizes. The race was first implemented in 2018, and modifications were made to the 2019 iteration based on student feedback. Conclusions: Despite several challenges, the race was well received by both the students and the course instructors and increased engagement with introductory library and drug information material. The activity has enhanced the librarian's relationship and collaboration with the course faculty and made a positive impression on the students.
Collapse
|
5
|
Abstract
In 2014, the library curriculum for the College of Pharmacy was revised, with the number of sessions increased from one per term for two terms to one per term for three terms, instruction was scaffolded, and the flipped classroom model was employed, with active learning and assessments used throughout. This article will describe how the active learning portion of one session was gamified: why a "serious game" was the correct tool to use to improve student learning, how the game was created, and what was the theory underlying this transformation.
Collapse
Affiliation(s)
- Carol Shannon
- Taubman Health Sciences Library, University of Michigan, Ann Arbor, USA
| |
Collapse
|
6
|
Chabrier A, Atkinson S, Bonnabry P, Bussières JF. Utilisation des jeux d’évasion en santé : une revue de littérature. Can J Hosp Pharm 2019; 72:388-402. [PMID: 31692626 PMCID: PMC6799964] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
BACKGROUND Many different teaching strategies are used to promote learning in an academic or professional environment. Among these can be noted the emergence of simulation, based on the concept of escape games. OBJECTIVE To identify methodologies relating to the use, design, and implementation of escape games in health care. DATA SOURCES The Pubmed, Embase, and CINAHL databases were searched up to December 3, 2018. STUDY SELECTION All studies focusing on the design or development of escape games in the health care field (published in English or French) were included. DATA EXTRACTION For each study, the country, target population, design, development, method of evaluation, and results were extracted for analysis. DATA SYNTHESIS Seven poster abstracts and 9 published articles were included. Twelve escape games were developed in the United States. They were used in medicine (n = 5), pharmacy (n = 4), nursing (n = 4) and other fields (n = 3), mainly within academic teaching contexts (n = 12) but also in professional settings (n = 4). Their goals were to improve knowledge (n = 8), to increase participants' interest and motivation regarding a specific topic (n = 2), and to improve cohesion and communication within a team (n = 2). Ten of the escape games described in the articles were based on a clinical scenario. Ten of the research teams held debriefings with participants, and one did not; 5 articles did not report information about debriefing. CONCLUSIONS Few data exist concerning the use of escape games in the health care setting, and it is too early to judge the efficiency of this approach to learning. However, growing interest justifies systematic monitoring of the literature to follow the evolution of such strategies and to better understand their place in health care education.
Collapse
Affiliation(s)
- Amélie Chabrier
- travaille à l'Unité de recherche en pratique pharmaceutique, Département de pharmacie, Centre hospitalier universitaire Sainte-Justine, Montréal (Québec). Elle est aussi candidate au Pharm. D. à la Faculté de Pharmacie Philippe Maupas de Tours, France
| | - Suzanne Atkinson
- , B. Pharm., M. Sc., travaille à l'Unité de recherche en pratique pharmaceutique, Département de pharmacie, Centre hospitalier universitaire Sainte-Justine, Montréal (Québec)
| | - Pascal Bonnabry
- , Ph. D., travaille à la pharmacie des Hôpitaux Universitaires de Genève et à la Section des sciences pharmaceutiques, Université de Genève, Université de Lausanne, Genève, Suisse
| | - Jean-François Bussières
- , B. Pharm., M. Sc., M. B. A., FCSHP, FOPQ, travaille à l'Unité de recherche en pratique pharmaceutique, Département de pharmacie, Centre hospitalier universitaire Sainte-Justine, et à la Faculté de pharmacie, Université de Montréal, Montréal (Québec)
| |
Collapse
|
7
|
Serious Gaming in Medical Education: A Proposed Structured Framework for Game Development. Simul Healthc 2018; 12:240-253. [PMID: 28027076 DOI: 10.1097/sih.0000000000000212] [Citation(s) in RCA: 42] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/07/2023]
Abstract
STATEMENT Serious games are increasingly being used for medical education. However, the design and development of serious games for the education of health professionals is highly variable, and very few articles report the development process used for game development. There are many established processes for software development that can improve and streamline development, and incorporating the best practices from educational pedagogy and software development may enhance teamwork and communication, decrease development costs, and improve the quality of serious games. In this article, we review and summarize the literature for serious game development for medical education, and combining the best practices, we propose a structured three-phase iterative development framework for serious game development.
Collapse
|
8
|
Bigdeli S, Kaufman D. Digital games in health professions education: Advantages, disadvantages, and game engagement factors. Med J Islam Repub Iran 2017; 31:117. [PMID: 29951418 PMCID: PMC6014762 DOI: 10.14196/mjiri.31.117] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/03/2017] [Indexed: 12/02/2022] Open
Abstract
Background: The application of digital educational games in health professions education is on expansion and game-based education usage is increasing. Methods: Diverse databases were searched and the related papers were reviewed. Results: Considering the growing popularity of educational games in medical education, we attempted to classify their benefits, flaws, and engaging factors. Conclusion: Advantages, disadvantages, and engagement factors of educational digital games used for health professions education must be the focus of attention in designing games for health professions discipline.
Collapse
Affiliation(s)
- Shoaleh Bigdeli
- Center for Educational Research in Medical Sciences (CERMS), Department of Medical Education, Faculty of Medicine, Iran University of Medical Sciences, Tehran, Iran
| | - David Kaufman
- Faculty of Education, Simon Fraser University (SFU), Vancouver, BC, Canada
| |
Collapse
|
9
|
Mishori R, Kureshi S, Ferdowsian H. War games: using an online game to teach medical students about survival during conflict 'When my survival instincts kick in, what am I truly capable of in times of conflict?'. Med Confl Surviv 2017; 33:250-262. [PMID: 29206060 DOI: 10.1080/13623699.2017.1406439] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Affiliation(s)
- Ranit Mishori
- a Family Medicine , Georgetown University School of Medicine , Washington , DC , USA
| | - Sarah Kureshi
- a Family Medicine , Georgetown University School of Medicine , Washington , DC , USA
| | - Hope Ferdowsian
- b Department of Medicine , University of New Mexico School of Medicine , Albuquerque , NM , USA
| |
Collapse
|
10
|
Blevins AE, Kiscaden E, Bengtson J. Courting Apocalypse: Creating a Zombie-Themed Evidence-Based Medicine Game. Med Ref Serv Q 2017; 36:313-322. [PMID: 29043944 DOI: 10.1080/02763869.2017.1369239] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
In 2015, two librarians at the Hardin Library for the Health Sciences at the University of Iowa turned their dreams into a reality and secured funding to build a zombie-themed evidence-based medicine game. The game features a "choose your own adventure" style that takes students through a scenario where a disease outbreak is taking place and a resident is asked to use evidence-based medicine skills to select a screening and diagnostic tool to use on potentially infected patients. Feedback on the game has been positive, and future plans include building additional modules on therapy, harm, and prognosis.
Collapse
Affiliation(s)
- Amy E Blevins
- a Ruth Lilly Medical Library, Indiana University School of Medicine , Indianapolis , Indiana , USA
| | - Elizabeth Kiscaden
- b Greater Midwest Region , National Network of Libraries of Medicine, Hardin Library for the Health Sciences , Iowa City , Iowa , USA
| | - Jason Bengtson
- c Kansas State Libraries, Kansas State University , Manhattan , Kansas , USA
| |
Collapse
|
11
|
Bigdeli S, Kaufman D. Digital games in medical education: Key terms, concepts, and definitions. Med J Islam Repub Iran 2017; 31:52. [PMID: 29445681 PMCID: PMC5804455 DOI: 10.14196/mjiri.31.52] [Citation(s) in RCA: 25] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/04/2017] [Indexed: 11/18/2022] Open
Abstract
Introduction: Game-based education is fast becoming a key instrument in medical education. Method: In this study, papers related to games were filtered and limited to full-text peer-reviewed published in English. Results: To the best of researchers' knowledge, the concepts used in the literature are varied and distinct, and the literature is not conclusive on the definition of educational games for medical education. Conclusion: This paper attempts to classify terms, concepts and definitions common to gamification in medical education.
Collapse
Affiliation(s)
- Shoaleh Bigdeli
- Center for Educational Research in Medical Education (CERMS), Department of Medical Education, Faculty of Medicine, Iran University of Medical Sciences (IUMS), Tehran, Iran
| | - David Kaufman
- Faculty of Education, Simon Fraser University (SFU), Vancouver, BC, Canada
| |
Collapse
|
12
|
A systematic review of serious video games used for vaccination. Vaccine 2016; 34:4478-4483. [DOI: 10.1016/j.vaccine.2016.07.048] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/11/2016] [Revised: 06/28/2016] [Accepted: 07/25/2016] [Indexed: 11/21/2022]
|