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Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide
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Gamified learning for resuscitation education: A systematic review
Aaron Donoghue1, Taylor Sawyer2, Alexander Olaussen3,4,5,6,7
1Departments of Critical Care Medicine and Pediatrics, University of Pennsylvania Perelman School of Medicine, Philadelphia, PA, USA.
Resuscitation Plus
|April 26, 2024
Summary
Gamified learning positively impacts educational outcomes in life support training, though evidence quality is low. Further research is needed to understand its effectiveness and implementation requirements.
Area of Science:
- Medical Education
- Health Professions Education
- Resuscitation Science
Background:
- Life support education is critical for healthcare providers and laypersons.
- Gamified learning integrates game design elements into educational settings.
- Evaluating the impact of gamification on learning outcomes is essential for improving training efficacy.
Purpose of the Study:
- To systematically review the literature on gamified learning in life support education.
- To assess the effects of gamification on educational and clinical outcomes.
- To evaluate the certainty of evidence regarding gamified learning's impact.
Main Methods:
- Systematic review of studies from PubMed, Embase, and Cochrane databases.
- Inclusion of studies examining gamified learning in life support education.
- Independent data extraction and risk of bias assessment.
Main Results:
- Sixteen studies (7 RCTs, 9 observational) were included.
- Most studies (15/16) reported positive educational effects; none reported negative effects.
- Evidence quality was low due to heterogeneity and high risk of bias in most studies.
Conclusions:
- Gamified learning shows a positive trend in educational outcomes for life support training.
- Low certainty evidence necessitates cautious interpretation.
- Future research should explore mechanisms of learning enhancement and implementation factors.
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