scholarly journals Serious Games in Health Professions Education: Review of Trends and Learning Efficacy

2019 ◽  
Vol 28 (01) ◽  
pp. 240-248 ◽  
Author(s):  
Gong Haoran ◽  
Eleni Bazakidi ◽  
Nabil Zary
Keyword(s):  
Scoping Review ◽  
Serious Games ◽  
Web Of Science ◽  
Health Professions ◽  
Research Trends ◽  
Health Professions Education ◽  
Short Term ◽  
Post Test ◽  
Learning Efficacy ◽  
Games For Health

Objectives: To provide an overview of research trends and a review regarding the learning efficacy of serious games for health professions education taking into account short-term learning outcomes. Methods: For the review of research trends, we performed the search on Web of Science from 1996 until the present. For the scoping review on learning efficacy, ERIC, Education Source, PsychINFO, Global Health, CINAHL, Web Of Science, and Medline were searched. Results: The publications trend is characterized by three phases: (i) an exploratory phase up to 2006, (ii) an early growth from 2007 to 2012, and (iii) a development phase from 2013 onwards. A total of 25 studies were identified in the scoping review. Sixteen had both pre-test and post-test, all of them showed significant improvement in learning scores after the use of serious games. Eighteen publications conducted controlled experiments, of which 14 indicated that post-test scores after serious games were significantly higher than with conventional teaching methods. The review revealed the lack of integration of affective learning with other competencies, as well as the need for serious games targeting postgraduate education. Conclusion: Serious games research remains emergent. Using serious games for health professions education seems efficacious for short-term learning. Addressing more competencies and health professionals across the education continuum is needed before generalizable definitive statements can be made.

scholarly journals A Systematic Review and Qualitative Analysis to Determine Quality Indicators forHealth Professions Education Blogs and Podcasts

2015 ◽  
Vol 7 (4) ◽  
pp. 549-554 ◽  
Author(s):  
Quinten S. Paterson ◽  
Brent Thoma ◽  
W. Kenneth Milne ◽  
Michelle Lin ◽  
Teresa M. Chan
Keyword(s):  
Qualitative Analysis ◽  
Quality Indicators ◽  
Web Of Science ◽  
Low Cost ◽  
Health Professions ◽  
Health Professions Education ◽  
Learning Activities ◽  
Academic Leaders ◽  
Secondary Resources ◽  
Lack Of Information

ABSTRACT Background Historically, trainees in undergraduate and graduate health professions education have relied on secondary resources, such as textbooks and lectures, for core learning activities. Recently, blogs and podcasts have entered into mainstream usage, especially for residents and educators. These low-cost, widely available resources have many characteristics of disruptive innovations and, if they continue to improve in quality, have the potential to reinvigorate health professions education. One potential limitation of further growth in the use of these resources is the lack of information on their quality and effectiveness. Objective To identify quality indicators for secondary resources that are described in the literature, which might be applicable to blogs and podcasts. Methods Using a blended research methodology, we performed a systematic literature review using Google Scholar, MEDLINE, Embase, Web of Science, and ERIC to identify quality indicators for secondary resources. A qualitative analysis of these indicators resulted in the organization of this information into themes and subthemes. Expert focus groups were convened to triangulate these findings and ensure that no relevant quality indicators were missed. Results The literature search identified 4530 abstracts, and quality indicators were extracted from 157 articles. The qualitative analysis produced 3 themes (credibility, content, and design), 13 subthemes, and 151 quality indicators. Conclusions The list of quality indicators resulting from our analysis can be used by stakeholders, including learners, educators, academic leaders, and blog/podcast producers. Further studies are being conducted, which will refine the list into a form that is more structured and stratified for use by these stakeholders.

scholarly journals Exploring the cost of eLearning within the field of health professions education: key findings from a Systematic Scoping Review (Preprint)

2019 ◽  
Author(s):  
Edward Meinert ◽  
Scott Reeves ◽  
Jesse Eerens ◽  
Christina Banks ◽  
Stephen Maloney ◽  
...  
Keyword(s):  
Scoping Review ◽  
Health Professions ◽  
Health Professions Education ◽  
Sufficient Evidence ◽  
Cost Calculation ◽  
Publication Date ◽  
Face To Face ◽  
Mesh Terms ◽  
Face To Face Instruction ◽  
The Impact

BACKGROUND Existing research on the costs of delivering courses online courses is limited. The way in which these learning platforms compare in cost to face-to-face learning is also poorly understood. This lack of data has made it difficult to evaluate whether the investments spent by organisations on online learning are effective in comparison to face-to-face instruction. OBJECTIVE The key aim of this scoping literature review is to better understand the state of evidence about whether eLearning demonstrates cost advantages over face-to-face instruction and report the results of a research question centred on: What data exists to define cost calculations related to eLearning? Specifically, we investigate the extent to which the literature can provide details for calculation of the costs for eLearning design, development, and delivery. METHODS Scoping review using a search strategy of MeSH terms and related keywords centred on eLearning and cost calculation with a population scope of health professionals in all countries. The search was limited to English language studies. No restriction was placed on literature publication date. RESULTS In total, 7344 articles were returned from the original search of the literature. Of these, 232 were relevant to associated keywords or abstract references to cost following screening. Full-text review resulted in 168 studies being excluded, with 42 studies providing data and analysis of the impact of cost and value in health professions education. A further 22 studies provided details of costing approaches for the production and delivery of eLearning. CONCLUSIONS There is an emerging body of studies capturing costs in eLearning. However, costs in these studies were collected inconsistently and in relation to a wide variety of factors or had an alternate study-related focus. Although there is a perception that eLearning is more cost-effective than face-to-face instruction, there is not yet sufficient evidence to assert this conclusively. A rigorous, repeatable and data capture method is needed, in addition to a means to leverage existing economic evaluation methods that can then test whether eLearning cost-effectiveness and how to implement with cost benefits and advantages over traditional instruction. CLINICALTRIAL N/A

scholarly journals Microlearning in Health Professions Education: Scoping Review

10.2196/13997 ◽  
2019 ◽  
Vol 5 (2) ◽  
pp. e13997 ◽  
Author(s):  
Jennie Chang De Gagne ◽  
Hyeyoung Kate Park ◽  
Katherine Hall ◽  
Amanda Woodward ◽  
Sandra Yamane ◽  
...  
Keyword(s):  
Scoping Review ◽  
Health Professions ◽  
Health Professions Education

scholarly journals The ubiquity of uncertainty: a scoping review on how undergraduate health professions’ students engage with uncertainty

2021 ◽  
Author(s):  
Jenny Moffett ◽  
Jennifer Hammond ◽  
Paul Murphy ◽  
Teresa Pawlikowska
Keyword(s):  
Scoping Review ◽  
Teaching And Learning ◽  
Clinical Teaching ◽  
Social Research ◽  
Health Professions ◽  
Evidence Base ◽  
Health Professions Education ◽  
Learning Approaches ◽  
Related Factors ◽  
Case Presentations

AbstractAlthough the evidence base around uncertainty and education has expanded in recent years, a lack of clarity around conceptual terms and a heterogeneity of study designs means that this landscape remains indistinct. This scoping review explores how undergraduate health professions' students learn to engage with uncertainty related to their academic practice. To our knowledge, this is the first scoping review which examines teaching and learning related to uncertainty across multiple health professions. The scoping review is underpinned by the five-stage framework of (Arksey and O'Malley in Scoping studies: Towards a methodological framework International Journal of Social Research Methodology 8(1) 19-32, 2005). We searched MEDLINE, Embase, PsychINFO, ISI Web of Science, and CINAHL and hand-searched selected health professions’ education journals. The search strategy yielded a total of 5,017 articles, of which 97 were included in the final review. Four major themes were identified: “Learners’ interactions with uncertainty”; “Factors that influence learner experiences”; “Educational outcomes”; and, “Teaching and learning approaches”. Our findings highlight that uncertainty is a ubiquitous concern in health professions’ education, with students experiencing different forms of uncertainty at many stages of their training. These experiences are influenced by both individual and system-related factors. Formal teaching strategies that directly support learning around uncertainty were infrequent, and included arts-based teaching, and clinical case presentations. Students also met with uncertainty indirectly through problem-based learning, clinical teaching, humanities teaching, simulation, team-based learning, small group learning, tactical games, online discussion of anatomy topics, and virtual patients. Reflection and reflective practice are also mentioned as strategies within the literature.

scholarly journals Mapping Behavioral Health Serious Game Interventions for Adults With Chronic Illness: Scoping Review

10.2196/18687 ◽  
2020 ◽  
Vol 8 (3) ◽  
pp. e18687
Author(s):  
Teresa Hagan Thomas ◽  
Varshini Sivakumar ◽  
Dmitriy Babichenko ◽  
Victoria L B Grieve ◽  
Mary Lou Klem
Keyword(s):  
Chronic Illness ◽  
Health Outcomes ◽  
Patient Outcomes ◽  
Scoping Review ◽  
Serious Games ◽  
Serious Game ◽  
Theoretical Frameworks ◽  
Scoping Reviews ◽  
Game Intervention ◽  
Games For Health

Background Serious games for health are increasingly being used to address health outcomes in patients with chronic illnesses. These studies vary in their study designs, patient populations, frameworks, outcome variables, and degree of specificity of the serious game intervention. Objective This scoping review aims to clarify the conceptual features of the existing research related to serious games designed to improve cognitive and behavioral outcomes in adults with chronic illness. Methods We applied the Preferred Reporting Items of Systematic Reviews and Meta-Analysis for scoping reviews methodology, including an a priori research question. We searched 4 electronic databases to identify articles published through November 2019. Inclusion criteria encompassed (1) adults 18 years or older; (2) patients with a diagnosis of chronic illness; (3) a serious game intervention; and (4) defined patient outcomes that assess patients’ behavioral, cognitive, or health outcomes. Results Of the 3305 articles identified, 38 were included in the review. We charted and analyzed the theoretical frameworks, key concepts, and outcome variables of these studies with summaries of features across articles. The majority of studies used a randomized controlled trial design (23/38, 61%), included a custom serious game intervention (22/38, 58%), and lacked a theoretical framework (25/38, 66%). Common outcome variables included quality of life (16/38, 42%), mood (15/38, 39%), cognitive function (13/38, 34%), symptoms (12/38, 32%), and physical activity (9/38, 24%). Key differences between studies included whether or not serious games aimed to train versus teach patients, be widely accessible versus tailored interventions, or replace versus complement current treatments. Conclusions This scoping review defines the current landscape of research in serious games for health research targeting behavioral and cognitive outcomes in adults with chronic disease. Studies have addressed a variety of patient populations and diverse patient outcomes. Researchers wanting to build on the current research should integrate theoretical frameworks into the design of the intervention and trial to more clearly articulate the active ingredients and mechanisms of serious games.

scholarly journals Virtue and Care Ethics & Humanism in Medical Education: A Scoping Review

2021 ◽  
Author(s):  
David J. Doukas ◽  
David T. Ozar ◽  
Martina Darragh ◽  
Janet M. de Groot ◽  
Brian S. Carter ◽  
...  
Keyword(s):  
Health Care ◽  
Medical Education ◽  
Virtue Ethics ◽  
Scoping Review ◽  
Care Ethics ◽  
Health Professions ◽  
Health Professions Education ◽  
Exclusion Criteria ◽  
Health Ethics ◽  
English Articles

Abstract PURPOSE:This scoping review explores how virtue and care ethics are incorporated into health professions education and how these factors may relate to the development of humanistic patient care.METHOD:Our team identified citations in the literature emphasizing virtue ethics and care ethics (in PubMed, NLM Catalog, WorldCat, EthicsShare, EthxWeb, Globethics.net, Philosopher’s Index, and ProQuest Central) lending themselves to constructs of humanism curricula. Our exclusion criteria consisted of non-English articles, those not addressing virtue and care ethics and humanism in medical pedagogy, and those not addressing aspects of character in health ethics. We examined in a stepwise fashion whether citations: 1) Contained definitions of virtue and care ethics; 2) Implemented virtue and care ethics in health care curricula; and 3) Evidenced patient-directed caregiver humanism.RESULTS: 811 citations were identified, 88 intensively reviewed, and the final 25 analyzed in-depth. We identified multiple key themes with relevant metaphors associated with virtue/care ethics, curricula, and humanism education.CONCLUSIONS:This research sought to better understand how virtue and care ethics can potentially promote humanism and identified themes that facilitate and impede this mission.

scholarly journals Mapping Behavioral Health Serious Game Interventions for Adults With Chronic Illness: Scoping Review (Preprint)

2020 ◽  
Author(s):  
Teresa Hagan Thomas ◽  
Varshini Sivakumar ◽  
Dmitriy Babichenko ◽  
Victoria L B Grieve ◽  
Mary Lou Klem
Keyword(s):  
Chronic Illness ◽  
Health Outcomes ◽  
Patient Outcomes ◽  
Scoping Review ◽  
Serious Games ◽  
Serious Game ◽  
Theoretical Frameworks ◽  
Scoping Reviews ◽  
Game Intervention ◽  
Games For Health

BACKGROUND Serious games for health are increasingly being used to address health outcomes in patients with chronic illnesses. These studies vary in their study designs, patient populations, frameworks, outcome variables, and degree of specificity of the serious game intervention. OBJECTIVE This scoping review aims to clarify the conceptual features of the existing research related to serious games designed to improve cognitive and behavioral outcomes in adults with chronic illness. METHODS We applied the Preferred Reporting Items of Systematic Reviews and Meta-Analysis for scoping reviews methodology, including an a priori research question. We searched 4 electronic databases to identify articles published through November 2019. Inclusion criteria encompassed (1) adults 18 years or older; (2) patients with a diagnosis of chronic illness; (3) a serious game intervention; and (4) defined patient outcomes that assess patients’ behavioral, cognitive, or health outcomes. RESULTS Of the 3305 articles identified, 38 were included in the review. We charted and analyzed the theoretical frameworks, key concepts, and outcome variables of these studies with summaries of features across articles. The majority of studies used a randomized controlled trial design (23/38, 61%), included a custom serious game intervention (22/38, 58%), and lacked a theoretical framework (25/38, 66%). Common outcome variables included quality of life (16/38, 42%), mood (15/38, 39%), cognitive function (13/38, 34%), symptoms (12/38, 32%), and physical activity (9/38, 24%). Key differences between studies included whether or not serious games aimed to train versus teach patients, be widely accessible versus tailored interventions, or replace versus complement current treatments. CONCLUSIONS This scoping review defines the current landscape of research in serious games for health research targeting behavioral and cognitive outcomes in adults with chronic disease. Studies have addressed a variety of patient populations and diverse patient outcomes. Researchers wanting to build on the current research should integrate theoretical frameworks into the design of the intervention and trial to more clearly articulate the active ingredients and mechanisms of serious games.

scholarly journals Exploring the cost of eLearning within the field of health professions education: Scoping Review (Preprint)

10.2196/13681 ◽  
2019 ◽  
Author(s):  
Edward Meinert ◽  
Scott Reeves ◽  
Jesse Eerens ◽  
Christina Banks ◽  
Stephen Maloney ◽  
...  
Keyword(s):  
Scoping Review ◽  
Health Professions ◽  
Health Professions Education ◽  
The Cost
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