Game-Based Learning and Gamification, Effective Innovation in Emergency Medicine Training Program
| Author | Meysam Heydari | en |
| Author | Mehrad Aghili | en |
| Author | Elnaz Vahidi | en |
| Orcid | Meysam Heydari [0000-0001-8189-7312] | en |
| Orcid | Mehrad Aghili [0000-0001-7250-3094] | en |
| Orcid | Elnaz Vahidi [0000-0002-4580-1456] | en |
| Issued Date | 2024-12-31 | en |
| Abstract | Background: Game-based learning (GBL) and gamification have recently been applied in medical education. Both approaches utilize methods to teach specific skills or knowledge in a more motivating manner than traditional teaching. Objectives: This study aimed to evaluate the impact of GBL and gamification in an emergency medicine (EM) residency training program by comparing education through e-learning with GBL and gamification. Methods: We randomly enrolled EM residents into two groups. Over the course of one educational year, one group of residents participated in a GBL and gamification course (10 designed GBL and gamification sessions), while the other group received e-learning materials (10 designed podcasts and videos). Traditional training programs continued as routine in both groups. After the intervention, we assessed learners' educational achievements (exam scores) in both groups. Additionally, EM residents' viewpoints (in the first group) on the innovative program were collected using the model for the evaluation of educational games (MEEGA). Finally, the short version of the postgraduate hospital educational environment measure (PHEEM) was administered to evaluate learners' general feedback (in the first group) about the new educational environment after the intervention. Results: Game-based learning and gamification significantly improved scores in written, oral, and electronic exams assessing knowledge, skills, clinical reasoning, and judgment among EM residents (P-value < 0.05). All MEEGA items under “Usability” and “Player Experience” had mean scores > 3 (indicating agree and totally agree) (median score = 3 - 4). All PHEEM items under “Teacher Support and Skills” and “Work Conditions and Allocated Time for Learning” also had mean scores > 3 (indicating agree and totally agree) (median score = 4). Conclusions: Game-based learning and gamification enhanced EM residents’ knowledge, skills, clinical reasoning, and judgment. Learners largely agreed on the positive impact of the intervention on their residency training program. | en |
| DOI | https://doi.org/10.5812/jme-150614 | en |
| Keyword | Game-Based Learning | en |
| Keyword | Gamification | en |
| Keyword | E-learning | en |
| Keyword | Emergency Medicine | en |
| Keyword | Medical Education | en |
| Publisher | Brieflands | en |
| Title | Game-Based Learning and Gamification, Effective Innovation in Emergency Medicine Training Program | en |
| Type | Research Article | en |
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