medigraphic.com
ISSN 1561-2902 (Electronic)

2019, Number 2

<< Back Next >>

Revista Cubana de Educación Médica Superior 2019; 33 (2)

A systematic review about serious games for medical education. The role of effective design

Agudelo-Londoño S, González RA, Pomares A, Delgadillo V, Muñoz Ó, Cortes A, Gorbanev I

Language: Spanish
References: 41
Page: 1-16
PDF size: 361.92 Kb.


ABSTRACT

Introduction: The pedagogical literature proposes serious games as effective tools for learning; however, it studies them as if they were homogeneous products that differ only by theme. Thus, their designs are not discussed and are left to the consideration of each teacher-creator.
Objective: To establish the relationship between effectiveness in learning outcomes and the criteria for the design of games for medical education.
Methods: Systematic review of the literature about medical games and published between 2011 and 2015, in English, Spanish and Portuguese, following the Cochrane Collaboration guidelines. Based on the literature, a system was constructed with 15 design criteria for assessing the games, and a comparison was established with the reported effectiveness.
Results: In the 26 final articles that were reviewed, the learning outcomes were generally positive, and the game design criteria did affect the effectiveness of the learning outcomes. The degree of these effects and the level of scientific evidence varied according to the design criteria.
Conclusions: The relationship found between game design and learning effectiveness should lead to developments of serious game that enhance the proposals made with a conscious usage of technical criteria.


REFERENCES

  1. Frehywot S, Vovides Y, Talib Z, Mikhail N, Ross H, Wohltjen H et al. E-learning in medical education in resource constrained low-and middle-income countries. Hum Resour Health. 2013;11(1):1-15.

  2. Kapralos B, Fisher S, Clarkson J, Oostveen R. A course on serious game design and development using an online problem-based learning approach. Interactive Technology and Smart Education. 2015;12(2):116-36.

  3. Bergeron B. Developing Serious Games. Hingham, Mass.: Cengage Learning Publication; 2006.

  4. Kelle S, Klemke R, Specht M. Design patterns for learning games. Int J Technol Enhanc Learn. 2011;3(6):555-69.

  5. Bedwell W, Pavlas D, Heyne K, Lazzara E, Salas E. Toward a taxonomy linking game attributes to learning: An empirical study. Simul Gaming. 2012;43(6):729-60.

  6. Thampy S, Ashman A, Gleaves X, Thampy H. The role of mobile technology in clinical learning. Educ Prim Care. 2017;28(1):50-3.

  7. Starks K. Cognitive behavioral game design: a unified model for designing serious games. Front Psychol. 2014;5(28):1-10.

  8. Wang R, DeMaria S, Goldberg A, Katz D. A systematic review of serious games in training: Health care professionals. Simul Healthc. 2016;11(1):41-51.

  9. Dicheva D, Dichev C, Agre G, Angelova G. Gamification in education: A systematic mapping study. J Educ Techno Soc. 2015;18(3): 75-88.

  10. Reed D, Beckman T, Wright S. An assessment of the methodologic quality of medical education research studies published in The American Journal of Surgery. Am J Surg. 2009;198(3): 442-4.

  11. Reed D, Beckman T, Wright S, Levine R, Kern D, Cook D. Predictive validity evidence for medical education research study quality instrument scores: quality of submissions to JGIM’s Medical Education Special Issue. J Gen Intern Med. 2008;23(7):903-7.

  12. Sullivan G. Deconstructing Quality in Education Research. J Grad Med Educ. 2011; p. 121.

  13. Kirkpatrick D, Kirkpatrick J. Implementing the four levels: a practical guide for effective evaluation of training program San Francisco: Berrett-Koehler; 2007.

  14. Graafland M, Schraagen J, Schijven M. Systematic review of serious games for medical education and surgical skills training. BJS. 2012;99(10):1322-30.

  15. Cendan J, Johnson T. Enhancing learning through optimal sequencing of web-based and manikin simulators to teach shock physiology in the medical curriculum. Adv Physiol Educ. 2011;35(4):402-7.

  16. Kreiter C, Haugen T, Leaven T, Goerdt C, Rosenthal N, McGaghie W, et al. A report on the piloting of a novel computer-based medical case simulation for teaching and formative assessment of diagnostic laboratory testing. Med Educ Online. 2011;16:1-8.

  17. Creutzfeldt J, Hedman L, Medin C, Heinrichs W, Fellander-Tsai L. Exploring Virtual Worlds for Scenario-Based Repeated Team Training of Cardiopulmonary Resuscitation in Medical Students. J Med Internet Res. 2010;12(3):1-22.

  18. Stirling A, Birt J. An enriched multimedia eBook application to facilitate learning of anatomy. Anat. Sci. Educ. 2014;7(1):19-27.

  19. Gasco J, A. P, Ortega J, Branch D, Desai S, Kuo Y, et al. Virtual reality spine surgery simulation: an empirical study of its usefulness. Neurol Res. 2014;36(11):968-73.

  20. Creutzfeldt J, Hedman L, Fellander L. Effects of pre-training using serious game technology on CPR performance - an exploratory quasi-experimental transfer study. Scand J Trauma Resusc Emerg Med. 2012;20(79):1-9.

  21. Silvennoinen M, Helfenstein S, Ruoranen M, Saariluoma P. Learning basic surgical skills through simulator training. Instr Sci. 2012;40(5):769-83.

  22. Schmeling A, Kellinghaus M, Schulz R, Pfeiffer H, Becker J, Schäfer A. A web-based e-learning programme for training external post-mortem examination in curricular medical education. Int J Legal Med. 2011;125(6): 857-61.

  23. Albrecht UV, Häussermann B, Matthies H, Von Jan U. Mobile augmented reality apps for teaching ethically sensitive topics in medicine. In IADIS International Conference Mobile Learning; 2012; Berlin: IADIS. p. 247-52.

  24. Swarz J, Ousley A, Magro A, Rienzo M, Burns D, Lindsey A. CancerSpace: A simulation-based game for improving cancer-screening rates. IEEE Comput Graph Appl. 2010;30(1):90-4.

  25. McGrath J, Kman N, Bahner D, Khandelwal S, Martin D, Way D, et al. Virtual alternative to the oral examination for emergency medicine residents. West J Emerg Med. 2015;16(2):336-43.

  26. Holloway T, Lorsch Z, Chary M, Sobotka S, Moore M, Costa A, et al. Operator experience determines performance in a simulated computer-based brain tumor resection task. Int J Comput Assist Radiol Surg. 2015;10(11):1853-62.

  27. Yu C, Straus S, Brydges R. The ABCs of DKA: Development and Validation of a Computer-Based Simulator and Scoring System. J Gen Intern Med. 2015;30(9):1319-32.

  28. Moreno-Ger P, Torrente J, Bustamante J, Fernández-Galaz C, Fernández-Manjón B, Comas-Rengifo M. Application of a low-cost web-based simulation to improve students’ practical skills in medical education. Int J Med Inform. 2010;79(6):459-67.

  29. Knight J, Carley S, Tregunna B, Jarvis S, Smithies R, de Freitas S, et al. Simulation and education: Serious gaming technology in major incident triage training: A pragmatic controlled trial. Resuscitation. 2010;81(9):1175-9.

  30. Kanthan R, Senger J. The impact of specially designed digital games-based learning in undergraduate pathology and medical education. Arch Pathol Lab Med. 2011;135(1):135-42.

  31. Rondon S, Sassi F, Andrade C. Computer game-based and traditional learning method: a comparison regarding students' knowledge retention. BMC Med Educ. 2013;13(30):1-9.

  32. Shaw C, Tan S. Integration of Mobile Technology in Educational Materials Improves Participation: Creation of a Novel Smartphone Application for Resident Education. J Surg Educ. 2015;72(4):670-3.

  33. Nevin C, Westfall A, Rodriguez J, Dempsey D, Cherrington A, Roy B, et al. Gamification as a tool for enhancing graduate medical education. Postgrad Med J. 2014;90(1070):685-93.

  34. Lameris A, Hoenderop J, Bindels R, Eijsvogels T. The impact of formative testing on study behavior and study performance of (bio)medical students: A smartphone application intervention study. BMC Med Educ. 2015;15(1):1-8.

  35. Sánchez-Rola I, Zapirain B. Mobile NBM - Android medical mobile application designed to help in learning how to identify the different regions of interest in the brain's white matter. BMC Med Educ. 2014;14(1):1-22.

  36. Longmuir K. Interactive computer-assisted instruction in acid-base physiology for mobile computer platforms. Am J Physiol. 2014;38(1):34-41.

  37. Boeder N. Mediman-The smartphone as a learning platform? Med. Ausbild. 2013;30(1):1-5.

  38. Schlegel E, Selfridge N. Fun, collaboration and formative assessment: Skinquizition, a class wide gaming competition in a medical school with a large class. Med Teach. 2014;36(5):447-9.

  39. Oladosu J, Adigun M, Emuoyibofarhe J. A mobile virtual patient for medical learning. In PACT; 2013; Lusaka: IEEE. p. 74-9.

  40. Boeker M, Andel P, Vach W, Frankenschmidt A. Game-based e-learning is more effective than a conventional instructional method: A randomized controlled trial with third-year medical students. PLOS ONE. 2013;8(12):1-11.

  41. Gorbanev I, Agudelo-Londoño S, González R, Cortes A, Pomares A, Delgadillo V et al. A systematic review of serious games in medical education: quality of evidence and pedagogical strategy. Med Educ online. 2018 Jan;1(23:1438718).




2020     |     www.medigraphic.com