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Calculating Heart Rate Variability from ECG Data from Youth with Cerebral Palsy During Active Video Game Sessions
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Serious Gaming and Gamification Education in Health Professions: Systematic Review.

Sarah Victoria Gentry1,2, Andrea Gauthier3, Beatrice L'Estrade Ehrstrom4

  • 1Norwich Medical School, University of East Anglia, Norwich, United Kingdom.

Journal of Medical Internet Research
|March 29, 2019
PubMed
Summary

Serious gaming and gamification in health professions education show promise for improving knowledge and skills. However, the current evidence is of low quality, necessitating further research.

Keywords:
education, professionalreviewvideo games

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Area of Science:

  • Health Professions Education
  • Educational Technology
  • Serious Games and Gamification

Background:

  • Global health workforce shortages necessitate innovative educational solutions.
  • Serious gaming and gamification offer flexible, cost-effective, and engaging approaches to health education.
  • These digital methods facilitate interaction among students and tutors.

Purpose of the Study:

  • To systematically review the effectiveness of serious gaming and gamification in health professions education.
  • To compare these interventions against traditional learning and other digital education methods.
  • To assess impacts on patient outcomes, knowledge, skills, attitudes, satisfaction, and economic factors.

Main Methods:

  • A comprehensive literature search was conducted across multiple databases from 1990 to August 2017.
  • Included studies were randomized controlled trials (RCTs) and cluster RCTs.
  • Data were synthesized using a narrative approach due to study heterogeneity; meta-analysis was not feasible.

Main Results:

  • 30 studies (27 RCTs, 3 cluster RCTs) involving 3634 participants were analyzed.
  • Serious gaming/gamification interventions demonstrated moderate-to-large effects on knowledge and small-to-large effects on skills compared to traditional learning.
  • Evidence suggests serious gaming is comparable to other digital education modalities, with limited data on professional attitudes and satisfaction.

Conclusions:

  • Serious gaming and gamification are effective for enhancing knowledge, skills, and satisfaction in health professions education.
  • The overall quality of evidence is low, highlighting the need for more robust, theory-driven research.
  • Further investigation is required to fully understand the impact and optimal application of these educational tools.