Keywords gamification - education - postgraduate education - gynecology - obstetrics
Schlüsselwörter Gamification - Ausbildung - fachärztliche Ausbildung - Gynäkologie - Geburtshilfe
Introduction
Effective healthcare relies on well-trained professionals, and the quality of their
training is crucially dependent on the selection of appropriate learning methods,
objectives, and assessment techniques. One innovative approach gaining traction in
medical education is the incorporation of serious gaming through gamification [1 ]. Recognized as an effective teaching strategy in various fields, gamification is
now being explored for its potential to enhance medical training [2 ].
The concept of serious gaming has evolved over time. Initially, it referred to games
with a primary educational purpose. Today, serious games are designed to combine education
and entertainment, making learning more engaging and enjoyable. This dual focus has
positioned serious games as a powerful tool in transforming traditional learning into
interactive and immersive experiences.
The integration of serious gaming into medical education has gained significant momentum,
offering new possibilities for teaching and learning. Serious games are used in two
main areas within healthcare: training healthcare professionals and educating patients.
This versatility highlights the potential of serious games to address diverse educational
needs [3 ].
Gamification involves applying game mechanics in non-game environments to improve
engagement and outcomes. Unlike conventional games, serious games aim to achieve specific
educational goals, with the educational content seamlessly integrated into the gaming
experience. The main objectives are to impart knowledge, enhance skills, and promote
targeted behavioral changes through engaging game mechanics. Key elements such as
immersion in virtual environments, storytelling, visually appealing settings, and
creating a flow experience—where challenges and skills are balanced—significantly
contribute to the effectiveness of serious games in education [4 ]
[5 ].
Traditionally, medical education has relied on didactic teaching methods like lectures.
However, there is a growing emphasis on teaching practical skills, which cannot be
effectively delivered through lectures alone. Innovative formats, such as bedside
teaching and problem-based learning seminars, are becoming more common. Established
examination formats, like the Objective Structured Clinical Examination (OSCE), support
this shift. However, teaching practical skills in clinical settings is often limited
by the need to protect patient privacy and time constraints [4 ]. Emergency situations, in particular, require rapid, precise actions, leaving little
room for supervised teaching.
Simulations provide a solution by offering a controlled environment where procedures
can be practiced without real-world constraints. Many universities have integrated
simulations using teaching models, recognizing them as a reliable method for teaching
practical skills. Advances in digital technology further enhance simulations, enabling
various scenarios and providing new alternatives to traditional training models. Devices
such as video game consoles, smartphones, virtual reality (VR) headsets, and online
platforms can create immersive learning experiences.
The effectiveness of educational games in medical training is closely linked to the
availability of technological devices and the trainers’ expertise in using gamification.
Selecting suitable learning methods, objectives, and assessment techniques is crucial
for high-quality education. Reliable data is essential to validate the methodology
and feasibility of these innovative teaching formats [4 ].
This systematic literature review aims to evaluate the integration of gamification
into medical education as both a teaching and examination format. The review seeks
to identify opportunities to optimize the teaching of medical knowledge and practical
skills, enhancing the educational experience for medical students. By systematically
analyzing existing research, this study aims to provide insights into the potential
of gamification to revolutionize medical education, ensuring future healthcare professionals
are equipped with the necessary skills and knowledge to excel in their field.
Methods
This literature review adheres to the Preferred Reporting Items for Systematic Reviews
and Meta-Analyses (PRISMA) guidelines. We aimed to systematically evaluate the current
state of gamification in obstetrics and gynecology education by conducting a comprehensive
search and analysis of relevant studies.
We conducted an extensive search of the PubMed, Google Scholar, Embase, and Medline
databases on from January to March 2023. The search strategy was meticulously developed
to encompass a broad range of relevant studies. The search terms used included: "(medical
students OR residents OR physicians OR midwives) AND (games OR educational games OR
serious games) AND (gynecology OR obstetrics)." We chose these keywords to capture
studies related to various educational levels and healthcare roles, as well as to
encompass different types of gamification and its applications in obstetrics and gynecology.
The search was limited to records published from 1990 to March 2023 to ensure the
inclusion of contemporary studies reflecting current trends and technological advancements.
We also applied the text availability filter for abstracts to facilitate the initial
screening process.
The inclusion criteria for the review were as follows:
Studies published in English or German to ensure accessibility and comprehensibility.
Studies focusing on medical students, residents, physicians, or midwives involved
in gynecology and obstetrics education.
Research that involved the use of games, educational games, or serious games as part
of the educational intervention.
Studies that provided comparisons between gamification methods and traditional teaching
formats.
Studies that evaluated outcomes related to knowledge gain, skill development, and
practical application in gynecology and obstetrics.
Various study designs were included, such as prospective studies, retrospective studies,
observational studies, and intervention studies.
We excluded studies that did not meet these criteria, such as those not focused on
obstetrics and gynecology or those that did not include a comparative element between
gamification and traditional educational methods.
The review process is shown in [Fig. 1 ].
Fig. 1
This systematic literature review was conducted according to the preferred reporting
items for systematic reviews and meta-analyses (PRISMA) guidelines. The figure displays
the review process, at the end 42 of 2351 articles have been included.
The initial database search yielded numerous records, which were then screened based
on titles and abstracts by two independent reviewers. Each reviewer assessed the records
against the inclusion criteria. In cases where there was disagreement or uncertainty
regarding a study’s eligibility, the reviewers discussed the study in a consensus
meeting to reach a final decision. This process ensured that the selection of studies
was thorough and unbiased. For a comprehensive assessment, we employed the PICOS (Participants,
Intervention, Comparison, Outcome, Study type) framework ([Table 1 ]). This structured approach helped in systematically categorizing and analyzing the
selected studies. [Table 1 ] outlines the data extraction focused on identifying the study population, the type
of gamification intervention used, the nature of the comparison with traditional
methods, and the outcomes measured. We extracted detailed information about study
design, sample size, duration of the intervention, and key findings related to knowledge
enhancement and practical skills development. The extracted data were synthesized
qualitatively. We grouped studies based on the type of gamification intervention and
compared the outcomes with traditional teaching methods. Where possible, we conducted
a narrative synthesis to highlight common themes, benefits, and limitations of gamification
in obstetrics and gynecology education. Quantitative data, such as pre- and post-intervention
test scores, were tabulated to illustrate the impact of gamification on knowledge
and skills.
Table 1
PICOS scheme for the study.
Criteria
Inclusion criteria
Population
Medical students, (assistant) physicians in gynecology, clinical staff in gynecology
Intervention
Games, educational games, serious games
Comparison
Comparison of the different forms of gamification and traditional teaching formats
Outcome
Analysis of knowledge gain and practicability in gynecology
Study Design
Prospective studies, retrospective studies, observational studies, intervention studies
Results
The systematic review identified a diverse array of studies that explored the application
of gamification in obstetrics and gynecology education. These studies demonstrated
the potential of gamified learning to enhance knowledge retention, practical skills,
and learner engagement across various educational levels, from medical students to
practicing clinicians. The results are categorized based on the types of gamification
interventions used, including gaming shows, virtual reality (VR) technologies, improvisational
games, video games and laparoscopy trainers, and custom-developed educational games.
Each category highlights the distinct advantages and challenges associated with different
gamification approaches.
The studies included in the review are shown in [Table 2 ].
Table 2
Data originated from full-text articles is presented in a table to illustrate the
various interventions and the heterogenous studies in medical education and OBGYN.
Reference
Intervention/Gamification
Study design
Location
Participants
Number
Method
Publication year
O’Leary et al. [6 ]
Game show
Randomized controlled
University Michigan (USA)
Medical students
104
Survey
2005
Butler et al. [7 ]
Game-Show
Randomized controlled
Brigham and Women’s Hospital Boston (USA)
residents
38
Survey
2020
Bou Nemer et al. [8 ]
Gaming Lab (Labor Games)
Interventional
University of Miami (USA)
Medical students
97
Survey
2016
Cai et al. [9 ]
Improvising game
Interventional
Women and Infants Hospital New England (USA)
Medical students
22
Survey
2019
Mc Grath et al. [10 ]
Virtual patients – simulation
Randomized controlled
State University Wexner Medical Center, Columbus, Ohio (USA)
Residents
35
Survey and examiner’s assessement
2015
Uribe-Ocampo et al. [11 ]
Serious game (SIM-GIC) – Virtual patients – simulation
Feasibility
Department of Simulation in Healthcare, Universidad Pontificia Bolivariana, Medellin
(Columbia)
Medical students and residents
/
Data collection
2019
Ebner et al. [12 ]
Virtual ultrasound simulation app
Observational
University of Ulm
(Germany)
Medical students
66
Survey, measured time and examiner’s assessment
2019
Jean et al. [13 ]
Serious game VR-technology
Feasibility
Gynecology Surgery, Hospital Jeanne de Flandre, University of Lille (France)
residents
/
/
2016
Parham et al. [14 ]
VR-Simulation, Computer-Hardware
Feasibility
Zambia and Malawi
residents
/
/
2019
Benda et al. [15 ]
Serious game
Randomized controlled
multicentered
Residents, midwives, labor nurses
36
Survey and examiner’s assessement
2020
Sharifzadeh et al. [16 ]
Serious Game
Interventional
Masshad University of Medical Science, Zahedan University of Medical Sciences (Iran)
Experts and residents
13 + 46
Survey
2021
Alvare et al. [17 ]
CT brush/Cancer Zap – serious game
Feasibility
University of Manitoba (Canada)
/
/
Feasibility
2015
Ashley et al. [18 ]
Robotic and laparoscopic surgery training
Randomized controlled
University of Vermont (USA)
Medical students
31
Measured time
2019
Ju et al. [19 ]
Playstation or Wii Training
Randomized controlled
University of North Carolina (USA)
residents
42
Examiner’s assessement
2012
Borahay et al. [20 ]
Laparoscopic box trainer
Cross-sectional
University of Texas Medical Branch at Galveston, Texas (USA)
High school students vs. residents
28
Survey examiner’s assessement
2014
Chalhoub et al. [21 ]
Smartphone games
Randomized controlled
Saint Joseph University, Beirut (Lebanon)
Medical students
45
Measured time
Examiner’s assessement
2018
Öge et al. [22 ]
Video games and laparoscopic skills
Cross-sectional descriptive
University of Texas Medical Branch at Galveston, Texas (USA)
Medical students
22
Measured time
Examiner’s assessement
2015
Fanning et al. [23 ]
Video games and laparoscopic skills
Randomized controlled
Pennsylvania State University (USA)
Medical students and residents
30
Measured time
Examiner’s assessement
2010
Gaming shows
Games in the form of a competition with the chance of winning have been proven to
increase knowledge. In a Jeopardy game, Power Point presentations can be replaced
quickly and cheaply. In this game format, the right questions are sought in response
to various possible answers. The answers are divided into different levels of difficulty
with different chances of winning. A randomized controlled trial was conducted at
the University of Michigan in which third-year medical students completed either a
standard lecture or a Jeopardy-style educational game on the topic of ectopic pregnancy.
Pre- and post-tests were conducted, as well as a satisfaction survey in the form of
questionnaires. Both learning units were designed according to the Association of
Professors of Gynecology and Obstetrics (APGO) learning objectives. The game categories
were epidemiology and differential diagnosis, risk factors, signs/symptoms, diagnosis
and treatment. The result showed a significant increase
in knowledge in both groups (n = 104), (p < 0.001), whereby the increase in knowledge
was almost identical. It should be noted that the participants in the Jeopardy game
rated the interaction between lecturers and teachers, as well as the retention of
information and the fun factor higher than in the standard lecture [6 ]. The same concept was used in another study with 38 gynecology residents. These
were also randomly divided into two groups, one of which received the content on reproductive
infectious diseases (RID), sexually transmitted infections (STI) and the management
of the serious long-term consequences of STIs in the Jeopardy concept, while the other
group received this content in a traditional didactic curriculum. The Jeopardy group
had significantly higher median scores on the posttest of the survey questionnaires
regarding knowledge gain as well as higher scores in the assessment of
self-confidence than the group with the traditional didactic curriculum [7 ]. A similar game show was already described in 1996, in which the most important
content about lactation was taught to residents [24 ].
Practical skills – VR technologies and other digital learning applications
Virtual training rooms are already well established, especially in emergency medicine.
Ohio State University established a complete emergency room via the immersive learning
environment Second Life, a free and freely accessible computer software. Both the
examinees and the examiners are projected in the form of an avatar. The examiner can
take on the role of the patient directly and communicate with the examinee via headset
and computer. Diagnostic data (initial and repeated vital signs, laboratory reports
and diagnostic imaging) can be displayed in real time by the examiner in the virtual
examination room. In a randomized study, the attitudes and performance of emergency
medicine residents were compared between a traditional oral exam and a virtual simulation
using Second Life. There were no differences in the ratings between the virtual and
traditional groups. Only the assessment of clinical competence was found to have a
moderate effect size in favor of the Second Life
group. In addition, the virtual format was preferred and experienced as less intimidating
[10 ].
A low-cost VR simulation was designed to train trainee surgeons to perform a radical
abdominal hysterectomy. The simulation consisted of commercially available computer
game hardware (1500 US dollars). The aim was to use this low-cost alternative to speed
up the training of surgeons and improve the quality of operations [14 ].
At the University of Miami, a “gaming lab” was set up to prepare students for a clinical
traineeship in obstetrics and gynecology, in which the students went through seven
stations to acquire practical skills. The stations included reading fetal heart sounds,
knot tying, intraoperative knot tying/suturing, measuring cervical dilatation, amniotomy,
estimating fetal weight and estimating blood loss. This format should provide a cost-effective
alternative to VR-based clinical preparation courses. The evaluation of self-assessment
questionnaires (n = 97) showed a significant increase in knowledge and a subjectively
better feeling of preparation for the clinical traineeship [8 ].
The aim of this study was to compare an online course and a serious game to prepare
medical students for simulation-based mastery learning on the management of sudden
cardiac arrest. The serious game used was Staying Alive, which included a realistic
3D environment, and the online course included a PowerPoint lecture. The serious game
used in this study was not superior to an online course for training medical students
in the treatment of cardiac arrest. The lack of correlation between student performance
assessed during two training sessions four months apart suggests that some elements
of cardiac arrest management, such as compression depth, can only be partially learned
and retained after simulation-based training [25 ].
Improvisational game
The Women and Infants Hospital of Rhode Island conducted a prospective cohort study
in which gynecology residents underwent one hour of empathy training with four improvisational
games. A survey on empathy was conducted before and up to six months later. According
to the survey questionnaire, all 22 residents improved their empathy skills and their
way of working as a result of the workshop immediately after the training but fell
back to their initial values after six months. However, an improvement in working
practices as a result of the workshop remained over this period [9 ].
Video games/laporoscopy trainer
At Pennsylvania State University, a comparison was made between 15 adolescent experienced
video game players and 15 gynecology residents with no video game experience on a
laparoscopic simulator. The experienced video gamers were significantly faster at
performing the three laparoscopic tasks, suggesting that the virtual reality skills
provided by video gaming are reflected in improved laparoscopic skills of the video
trainee [23 ].
Another study compared the effects of two cohorts, Playstation 2 vs. Wii, in terms
of their skills in the laparoscopy trainer. Both video games improved performance
speed in the bead transfer course and in suturing [19 ]. The authors suggest using video games as a cost-effective preparation for the laparoscopy
trainer and laparoscopic activity. The video games could be a cost-effective alternative
to the laparoscopy trainer.
A comparison of a cohort of students trained in video gaming also showed no differences
between students and gynecology residents, who were experienced in laparoscopy in
simple courses in the laparoscopy trainer [20 ]. However, the video-gaming student cohort required significantly more time for more
complex tasks.
The serious game Touch Surgery (TS) and the virtual reality (VR) trainer Lap Mentor
were compared in a hernia operation. The results show that TS provided an additional
benefit to improve performance on the VR trainer for task 1, but not for task 2. A
transfer of skills from the VR trainer to the TS could not be demonstrated [26 ]. VR and TS should therefore initially be used in combination with TS in multimodal
training in order to ensure optimal training conditions.
A total of 45 medical students with no previous surgical experience were divided into
three groups: Player (n = 20), Control (n = 10) and Intervention (n = 15). They completed
the laparoscopic skills testing and training model developed by the European Academy
of Gynecologic Surgery in two sessions. All five intervention participants were asked
to play a different smartphone application game every day for two months between the
two sessions. A significant advantage of gamers over non-gamers was found in session
1 (p = 0.002). There was no significant difference between the two non-gamer groups
(p = 0.96) or between the three intervention subgroups (p > 0.05). The performance
of all participants improved between sessions. There was no significant difference
in performance between the control group and the gamers (p = 0.121), nor between the
intervention group and the gamers (p = 0.189). A significant advantage was found in
the development of laparoscopic skills in the
intervention group compared to the control group (p = 0.035) [21 ]. In conclusion, previous video-gaming experience is a significant factor for better
laparoscopic skills when using the virtual reality simulator for the first time. Recent
and regular smartphone gaming practice significantly improves laparoscopic skills
in non-gamers, regardless of the type of game. Smartphone gaming appears to positively
influence some specific laparoscopic skills more than others [21 ].
This was also observed in a descriptive cross-sectional study with 22 participants.
Medical students with video-gaming experience and without video-gaming experience
were compared in simulated robot-assisted surgical techniques. During training, the
video-gaming groups performed better in terms of the completion time of the individual
exercises (p > 0.05), while the non-video-gaming group achieved better results in
three other exercises. However, none of the differences were found to be statistically
significant (p > 0.05), and there were no statistical differences between the two
groups (p > 0.05) in overall scores based on time to complete exercises, economy of
movement, collision with instruments, use of excessive instrument force, instruments
out of field of view and range of master workspace [22 ]. Similar results were obtained in a study of 31 medical students who were divided
into a
robotic surgery and a laparoscopic group in a randomized controlled trial. The results
were not statistically significant with or without previous gaming experience. All
non-experienced participants were able to achieve the same scores through box training
[18 ].
This data suggests that video gaming, smartphone app, regular gaming and serious gaming,
can be useful as preparation for laparoscopy training, but cannot replace laparoscopy
box training. Video gaming does not adequately teach the skills required for more
complex movement sequences [20 ]
[21 ]
[26 ].
Twenty-nine participants (medical students or residents in surgical specialties) volunteered
to perform three exercises of increasing complexity in a laparoscopic box trainer
that simulated eye-hand coordination tasks in a videoendoscopic surgical laboratory
environment. Fourteen subjects participated in a two-week exercise program of four
weeks duration with an inanimate trainer. Fifteen subjects did not practice with the
laparoscopic trainer during the four weeks. Both groups were tested after demonstrating
three exercises at the beginning and end of the four-week period, with all subjects
performing the exercises in seclusion. Both groups increased their level of performance
(time and accuracy) over the four weeks, but the improvement was significantly greater
in the exercising subjects [27 ].
There is no significant difference in performance when comparing students with an
inclination towards mechanical activities, video games, experiences. Therefore laparoscopic
box trainings are a relatively inexpensive way of acquiring basic eye-hand coordination
skills, regardless of previous experience [27 ].
Developed educational games
There are serious games designed specifically for teaching and training purposes.
Simulations are particularly suitable for rare emergency situations to enable training
for the initial case. The game Play and Learn for Surgeons (PLS) was specially developed
for a teaching study. In this game, the ligation of the uterine artery and the uterine
ovarian artery (UAL and UOAL) was taught. In this study, gynecology residents were
divided into control and intervention groups [16 ].
Overall, PLS significantly improved residents’ skills in UAL (p = 0.018) and UOAL
procedures (p < 0.001). These results underline that serious games may be an effective
and cost-effective approach for training obstetrics and gynecology residents for UAL
and UOAL procedures.
In a further study, a serious game was compared with a conventional simulation.
In this study, a mixed methods approach was used to evaluate the effectiveness of
the new serious game-based training method and to assess participants’ perceptions.
Participants were randomly assigned to traditional simulation training in a center
with mannequins or to serious game training. They then took part in an obstetric in-situ
simulation scenario to assess their learning. Participants also completed a post-training
perception questionnaire.
The primary outcome of this study was participant performance in an in-situ mannequin
simulation scenario following a washout period after training. No significant statistical
differences in overall performance were found between the mannequin-based and serious-game-based
groups, although the study was not adequately analyzed to determine non-inferiority.
Survey questions were tested for significant differences in participants’ perceptions
of the teaching method, but none were found. Qualitative feedback from participants
indicated important areas for improvement, with a focus on the realism of the game.
In conclusion the developed serious game training tool has potential utility for training
individuals who do not have access to large simulation centers; however, further validation
is needed to demonstrate whether this tool is as effective as mannequin simulation
[15 ].
There are attempts to create a virtual reality in the delivery room. Virtual glasses
can be used to facilitate the learning of pregnancy and birth pathologies. A serious
game specially developed for this case enabled us to combine the actions with a graphic
universe. The universe is fully modeled in 3D and based on photographic references.
Oculus Rift was used to immerse the player in virtual reality. Each action in the
game was linked to a certain number of points, which could be either positive or negative.
In the first phase, the learner is immersed in the role of a doctor in an action scene.
In the second phase, the learner is asked to make a diagnosis. Once the diagnosis
has been made, various treatments are suggested [13 ].
Digital serious games that require no additional devices can easily be made available
to a large group. Open educational resources in particular should be considered for
training and further education purposes during development. It is a cost-efficient
solution for teaching content individually.
The serious game CT-Brush is a game in which students have to find a tumor in a CT
image with as few movements as possible. In the game, a tumor is searched for by clicking
the mouse. A standard MART algorithm (Multiplicative Algebraic Reconstruction Technique)
is used. The user selects a subset of the radiation. The image appears when the player
moves the CT brush over an initially empty scene, with the dose increasing with each
“mouse movement” [17 ].
Newly developed mobile augmented reality ultrasound simulator apps are also used for
ultrasound education and training in sonography. For example, it has been shown that
the use of the mobile app improves the quality of kidney measurements by medical students
[12 ].
Discussion
The results of the systemic review suggest that with the help of gamification, courses
that previously involved little interaction with students in particular can benefit
from an increase in interaction. Small interactions, such as a PowerPoint-based game,
can increase the learning effect and impress with the fun factor [6 ]
[7 ]
[24 ].
Studies have also shown that clinical skills are easier to test in a virtual scenario.
Emergency care in particular can benefit from virtual rooms. Situations that are very
fast and well-rehearsed in reality can be replayed more slowly for students [10 ].
Minimally invasive therapy is increasing significantly, so surgical training concepts
need to be adapted. Laparoscopy trainers have become established for training hand-eye
coordination and for learning how to use laparoscopy instruments. Studies have shown
that laparoscopy training can be further optimized using smartphone games or commercial
video games, which seem to focus primarily on improving hand-eye coordination.
It has long been known that gamers are initially superior to non-gamers in laparoscopy,
but these advantages are leveled out in laparoscopic training [20 ]
[21 ]
[22 ]. This underlines the need for widespread access to laparoscopic boxtraining. As
preparation for an operational training curriculum, video and smartphone games can
be integrated into a multimodal concept.
Looking at the surgical training of gynecologists, for example, virtual learning of
surgical steps and techniques is expected to lead to faster and improved surgical
training [13 ]
[16 ]. Here, too, the focus is on preparation for emergency operations, e.g. for rapid
hemostasis. Serious gaming appears to be a way of practicing surgical steps that cannot
be performed regularly in routine operations and preparing them for emergencies.
However, if there is already an established simulation, such as resuscitation training,
the data suggests that a VR-supported scenario does not show any added value here,
especially in the long term [13 ]
[25 ].
These findings suggest that teaching formats with minimal interaction can significantly
benefit from the incorporation of serious gaming. However, for learning practical
skills incrementally, real-world simulators appear to be superior to VR-supported
simulations, particularly when established training scenarios exist.
In procedural training, especially in high-risk situations such as in delivery rooms,
students benefit from the ability to slowly play through and repeat scenarios. The
primary advantage of VR-based scenarios or games is their accessibility. Compared
to high-fidelity simulations, VR-based serious gaming can be widely distributed to
trainees at a lower cost.
Regular practice of scenarios is crucial, particularly when routine situations can
escalate into emergencies. The selection of the appropriate level of gamification
or simulation should be guided by the specific learning objectives. In emergency situations
where procedural skills are the primary focus, and participants are dispersed across
different locations, VR serious games accessible on various devices are preferable
due to their broad availability.
For scenarios where the primary goal is to enhance interpersonal behavior and communication
within a team, real-world mannequin simulations, potentially in realistic environments,
may be the most effective method.
Limitations and Future Perspectives
Limitations and Future Perspectives
There is a critical need for more high-quality longitudinal studies to evaluate the
sustained impact of gamification on learning outcomes in medical education. Such studies
should focus on assessing long-term knowledge retention, skill development, and the
enhancement of professional competencies over time. By tracking learners’ progress
and performance across extended periods, one can gain deeper insights into the effectiveness
of gamification in fostering lasting educational benefits and its potential to improve
clinical practice and patient care. To accurately measure the effectiveness of gamification
in medical education, the development of standardized assessment tools is essential.
These tools would allow for consistent evaluation of learning outcomes across various
studies and educational settings. Standardized metrics can facilitate comparison and
aggregation of data, enabling more robust conclusions about the efficacy of gamification.
Such tools should be designed to
assess not only immediate learning gains but also long-term retention, application
of skills, and overall professional development. While gamification offers numerous
benefits, it is important to explore and address potential drawbacks and challenges.
Future research should examine issues such as screen time management, ensuring that
learners are not exposed to excessive screen use that could lead to burnout or other
negative health effects. Cost implications should also be considered, as developing
and implementing gamified learning tools can be expensive. Additionally, maintaining
a balance between entertainment and educational value is crucial to ensure that the
primary focus remains on learning objectives. Understanding these factors will help
in designing more effective and balanced gamification strategies. Developing strategies
to integrate gamification with traditional educational methods can enhance the overall
learning experience. Hybrid models that combine the strengths
of both gamified and conventional approaches may provide the most effective training
solutions. For instance, using gamified simulations to practice procedural skills
while incorporating traditional lectures for theoretical knowledge could offer a comprehensive
learning experience. Such integration can cater to diverse learning preferences and
reinforce knowledge and skills through multiple modalities. Customizing gamification
approaches to fit specific educational contexts, learner demographics, and cultural
settings can significantly enhance their effectiveness. Tailored strategies that consider
the unique needs and preferences of learners are likely to yield better outcomes.
For example, gamification elements designed for residents in a high-pressure clinical
environment may differ from those suited for undergraduate medical students.
Conclusion
The effective use of VR-based scenarios, high-fidelity mannequin simulations, serious
gaming, and traditional teaching methods depends on clear learning objectives and
increased interactivity. Integrating these methods into multimodal educational approaches
requires careful consideration of the number of trainees, the scenario type, and trainees’
prior knowledge. Serious games should be part of a comprehensive training curriculum
to impact educational outcomes. Large-scale studies should explore the combined use
of educational games, simulations, hands-on training, and VR and real-world scenarios,
systematically integrating these into university and residency curricula for long-term
educational benefits.
