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A Computerized Functional Skills Assessment and Training Program Targeting Technology Based Everyday Functional Skills
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Game-Based Learning in Pharmacy Education.

Julie H Oestreich1, Jason W Guy2

  • 1Department of Pharmaceutical Sciences, College of Pharmacy, University of Findlay, Findlay, OH 45840, USA.

Pharmacy (Basel, Switzerland)
|January 25, 2022
PubMed
Summary
This summary is machine-generated.

Game-based learning (GBL) enhances pharmacy student engagement and knowledge. Further research is needed to develop effective assessment methods for GBL in pharmacy education.

Keywords:
educational gamesgame-based learningpharmacypharmacy assessmentpharmacy educationserious gamestechnology

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Area of Science:

  • Pharmacy Education
  • Educational Technology
  • Pedagogy

Background:

  • Pharmacy curricula must integrate active learning strategies to meet accreditation standards.
  • Game-based learning (GBL) is a pedagogical approach that incorporates game elements into educational activities to boost student engagement.
  • Existing literature suggests GBL can capture student attention and, in some cases, improve knowledge retention within pharmacy education.

Purpose of the Study:

  • To explore the application and effectiveness of game-based learning (GBL) in pharmacy education.
  • To identify the potential benefits and challenges of implementing GBL in pharmacy curricula.
  • To highlight the need for improved assessment strategies for GBL in pharmacy education.

Main Methods:

  • Review of existing literature on game-based learning in pharmacy education.
  • Analysis of different GBL approaches, ranging from low-tech to high-tech implementations.
  • Examination of current methods for assessing student learning outcomes in GBL settings.

Main Results:

  • Well-designed GBL activities can effectively engage pharmacy students and enhance knowledge acquisition.
  • GBL is adaptable across various pharmacy content areas, with varying levels of technological requirements.
  • Significant barriers to GBL implementation include financial costs and the need for technological expertise.

Conclusions:

  • Game-based learning presents a valuable tool for increasing pharmacy student engagement and learning outcomes.
  • Current assessment methods for GBL in pharmacy education primarily rely on subjective measures or basic pre- and post-tests.
  • Future research should focus on developing more robust and integrated assessment strategies, such as in-game performance evaluations, to fully leverage GBL's potential in pharmacy curricula.