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Titulo Artículo:
A systematic review of serious games in medical education: quality of evidence and pedagogical strategy
Resumen:
Introduction: The literature shows an optimistic landscape for the effectiveness of games in medical education. Nevertheless, games are not considered mainstream material in medical teaching. Two research questions that arise are the following: What pedagogical strategies do developers use when creating games for medical education? And what is the quality of the evidence on the effectiveness of games? Methods: A systematic review was made by a multi-disciplinary team of researchers following the Cochrane Collaboration Guidelines. We included peer-reviewed journal articles which described or assessed the use of serious games or gamified apps in medical education. We used the Medical Education Research Study Quality Instrument (MERSQI) to assess the quality of evidence in the use of games. We also evaluated the pedagogical perspectives of such articles. Results: Even though game developers claim that games are useful pedagogical tools, the evidence on their effectiveness is moderate, as assessed by the MERSQI score. Behaviourism and cognitivism continue to be the predominant pedagogical strategies, and games are complementary devices that do not replace traditional medical teaching tools. Medical educators prefer simulations and quizzes focused on knowledge retention and skill development through repetition and do not demand the use of sophisticated games in their classrooms. Moreover, public access to medical games is limited. Discussion: Our aim was to put the pedagogical strategy into dialogue with the evidence on the effectiveness of the use of medical games. This makes sense since the practical use of games depends on the quality of the evidence about their effectiveness. Moreover, recognition of said pedagogical strategy would allow game developers to design more robust games which would greatly contribute to the learning process.
Fecha de publicación:
2018.
Autores :
Sandra Agudelo-Londoño;
Rafael A. González;
Ariel Cortes;
Alexandra Pomares;
Vivian Delgadillo;
Francisco J. Yepes;
Óscar Muñoz;
Iouri Gorbanev;
Autor corporativo:
Medical education online,
Editores:
Medline-PubMed ;
Signatura Topográfica:
1
Idioma:
Inglés
Páginas:
1
ISBN:
1087-2981
Existencias:
9
Palabras claves:
Video games
Medical Education
Evidence-based Practice
Comparative Effectiveness Research
Público objetivo:
Posgrado
Docentes
Medicos
Investigadores
Educadores Medicos
Titulo Artículo:
A systematic review of serious games in medical education: quality of evidence and pedagogical strategy
Resumen:
Introduction: The literature shows an optimistic landscape for the effectiveness of games in medical education. Nevertheless, games are not considered mainstream material in medical teaching. Two research questions that arise are the following: What pedagogical strategies do developers use when creating games for medical education? And what is the quality of the evidence on the effectiveness of games? Methods: A systematic review was made by a multi-disciplinary team of researchers following the Cochrane Collaboration Guidelines. We included peer-reviewed journal articles which described or assessed the use of serious games or gamified apps in medical education. We used the Medical Education Research Study Quality Instrument (MERSQI) to assess the quality of evidence in the use of games. We also evaluated the pedagogical perspectives of such articles. Results: Even though game developers claim that games are useful pedagogical tools, the evidence on their effectiveness is moderate, as assessed by the MERSQI score. Behaviourism and cognitivism continue to be the predominant pedagogical strategies, and games are complementary devices that do not replace traditional medical teaching tools. Medical educators prefer simulations and quizzes focused on knowledge retention and skill development through repetition and do not demand the use of sophisticated games in their classrooms. Moreover, public access to medical games is limited. Discussion: Our aim was to put the pedagogical strategy into dialogue with the evidence on the effectiveness of the use of medical games. This makes sense since the practical use of games depends on the quality of the evidence about their effectiveness. Moreover, recognition of said pedagogical strategy would allow game developers to design more robust games which would greatly contribute to the learning process.
Fecha de publicación:
2018.
Autores :
Sandra Agudelo-Londoño;
Rafael A. González;
Ariel Cortes;
Alexandra Pomares;
Vivian Delgadillo;
Francisco J. Yepes;
Óscar Muñoz;
Iouri Gorbanev;
Autor corporativo:
Medical education online,
Editores:
Medline-PubMed ;
Signatura Topográfica:
1
Idioma:
Inglés
Páginas:
1
Existencias:
9
Palabras claves:
Video games
Medical Education
Evidence-based Practice
Comparative Effectiveness Research
Público objetivo:
Posgrado
Docentes
Medicos
Investigadores
Educadores Medicos
Titulo Artículo:
A systematic review of serious games in medical education: quality of evidence and pedagogical strategy
Resumen:
Introduction: The literature shows an optimistic landscape for the effectiveness of games in medical education. Nevertheless, games are not considered mainstream material in medical teaching. Two research questions that arise are the following: What pedagogical strategies do developers use when creating games for medical education? And what is the quality of the evidence on the effectiveness of games? Methods: A systematic review was made by a multi-disciplinary team of researchers following the Cochrane Collaboration Guidelines. We included peer-reviewed journal articles which described or assessed the use of serious games or gamified apps in medical education. We used the Medical Education Research Study Quality Instrument (MERSQI) to assess the quality of evidence in the use of games. We also evaluated the pedagogical perspectives of such articles. Results: Even though game developers claim that games are useful pedagogical tools, the evidence on their effectiveness is moderate, as assessed by the MERSQI score. Behaviourism and cognitivism continue to be the predominant pedagogical strategies, and games are complementary devices that do not replace traditional medical teaching tools. Medical educators prefer simulations and quizzes focused on knowledge retention and skill development through repetition and do not demand the use of sophisticated games in their classrooms. Moreover, public access to medical games is limited. Discussion: Our aim was to put the pedagogical strategy into dialogue with the evidence on the effectiveness of the use of medical games. This makes sense since the practical use of games depends on the quality of the evidence about their effectiveness. Moreover, recognition of said pedagogical strategy would allow game developers to design more robust games which would greatly contribute to the learning process.
Autores:
Sandra Agudelo-Londoño
,
Rafael A. González
,
Ariel Cortes
,
Alexandra Pomares
,
Vivian Delgadillo
,
Francisco J. Yepes
,
Óscar Muñoz
,
Iouri Gorbanev
,
.
Titulo Revista:
Medical education online,
.
Numero:
1
Volumen:
23
Fecha de publicación:
2018.
Base de Datos Bibliográfica:
Medline-PubMed ,
.
Suplemento:
Idioma:
Inglés
Página Inicial:
1
Página Final:
9
ISBN:
1087-2981
Palabras claves:
Video games
Medical Education
Evidence-based Practice
Comparative Effectiveness Research
Público objetivo:
Posgrado
Docentes
Medicos
Investigadores
Educadores Medicos
Título Medline-PubMed :
A systematic review of serious games in medical education: quality of evidence and pedagogical strategy
Resumen:
Introduction: The literature shows an optimistic landscape for the effectiveness of games in medical education. Nevertheless, games are not considered mainstream material in medical teaching. Two research questions that arise are the following: What pedagogical strategies do developers use when creating games for medical education? And what is the quality of the evidence on the effectiveness of games? Methods: A systematic review was made by a multi-disciplinary team of researchers following the Cochrane Collaboration Guidelines. We included peer-reviewed journal articles which described or assessed the use of serious games or gamified apps in medical education. We used the Medical Education Research Study Quality Instrument (MERSQI) to assess the quality of evidence in the use of games. We also evaluated the pedagogical perspectives of such articles. Results: Even though game developers claim that games are useful pedagogical tools, the evidence on their effectiveness is moderate, as assessed by the MERSQI score. Behaviourism and cognitivism continue to be the predominant pedagogical strategies, and games are complementary devices that do not replace traditional medical teaching tools. Medical educators prefer simulations and quizzes focused on knowledge retention and skill development through repetition and do not demand the use of sophisticated games in their classrooms. Moreover, public access to medical games is limited. Discussion: Our aim was to put the pedagogical strategy into dialogue with the evidence on the effectiveness of the use of medical games. This makes sense since the practical use of games depends on the quality of the evidence about their effectiveness. Moreover, recognition of said pedagogical strategy would allow game developers to design more robust games which would greatly contribute to the learning process.
Autores :
Sandra Agudelo-Londoño;
Rafael A. González;
Ariel Cortes;
Alexandra Pomares;
Vivian Delgadillo;
Francisco J. Yepes;
Óscar Muñoz;
Iouri Gorbanev;
Autor corporativo:
Medical education online,
Fecha de publicación:
2018.
Tipo :
Medline-PubMed .
Idioma:
Inglés
Palabras claves:
Video games
Medical Education
Evidence-based Practice
Comparative Effectiveness Research
Público objetivo:
Posgrado
Docentes
Medicos
Investigadores
Educadores Medicos
Título Medline-PubMed :
A systematic review of serious games in medical education: quality of evidence and pedagogical strategy
Resumen:
Introduction: The literature shows an optimistic landscape for the effectiveness of games in medical education. Nevertheless, games are not considered mainstream material in medical teaching. Two research questions that arise are the following: What pedagogical strategies do developers use when creating games for medical education? And what is the quality of the evidence on the effectiveness of games? Methods: A systematic review was made by a multi-disciplinary team of researchers following the Cochrane Collaboration Guidelines. We included peer-reviewed journal articles which described or assessed the use of serious games or gamified apps in medical education. We used the Medical Education Research Study Quality Instrument (MERSQI) to assess the quality of evidence in the use of games. We also evaluated the pedagogical perspectives of such articles. Results: Even though game developers claim that games are useful pedagogical tools, the evidence on their effectiveness is moderate, as assessed by the MERSQI score. Behaviourism and cognitivism continue to be the predominant pedagogical strategies, and games are complementary devices that do not replace traditional medical teaching tools. Medical educators prefer simulations and quizzes focused on knowledge retention and skill development through repetition and do not demand the use of sophisticated games in their classrooms. Moreover, public access to medical games is limited. Discussion: Our aim was to put the pedagogical strategy into dialogue with the evidence on the effectiveness of the use of medical games. This makes sense since the practical use of games depends on the quality of the evidence about their effectiveness. Moreover, recognition of said pedagogical strategy would allow game developers to design more robust games which would greatly contribute to the learning process.
Autores :
Sandra Agudelo-Londoño;
Rafael A. González;
Ariel Cortes;
Alexandra Pomares;
Vivian Delgadillo;
Francisco J. Yepes;
Óscar Muñoz;
Iouri Gorbanev;
Autor corporativo:
Medical education online,
Fecha de publicación:
2018.
Paginas:
1.
ISBN:
1087-2981 .
Idioma:
Inglés
Palabras claves:
Video games
Medical Education
Evidence-based Practice
Comparative Effectiveness Research
Público objetivo:
Posgrado
Docentes
Medicos
Investigadores
Educadores Medicos
Titulo Artículo:
A systematic review of serious games in medical education: quality of evidence and pedagogical strategy
Resumen:
Introduction: The literature shows an optimistic landscape for the effectiveness of games in medical education. Nevertheless, games are not considered mainstream material in medical teaching. Two research questions that arise are the following: What pedagogical strategies do developers use when creating games for medical education? And what is the quality of the evidence on the effectiveness of games? Methods: A systematic review was made by a multi-disciplinary team of researchers following the Cochrane Collaboration Guidelines. We included peer-reviewed journal articles which described or assessed the use of serious games or gamified apps in medical education. We used the Medical Education Research Study Quality Instrument (MERSQI) to assess the quality of evidence in the use of games. We also evaluated the pedagogical perspectives of such articles. Results: Even though game developers claim that games are useful pedagogical tools, the evidence on their effectiveness is moderate, as assessed by the MERSQI score. Behaviourism and cognitivism continue to be the predominant pedagogical strategies, and games are complementary devices that do not replace traditional medical teaching tools. Medical educators prefer simulations and quizzes focused on knowledge retention and skill development through repetition and do not demand the use of sophisticated games in their classrooms. Moreover, public access to medical games is limited. Discussion: Our aim was to put the pedagogical strategy into dialogue with the evidence on the effectiveness of the use of medical games. This makes sense since the practical use of games depends on the quality of the evidence about their effectiveness. Moreover, recognition of said pedagogical strategy would allow game developers to design more robust games which would greatly contribute to the learning process.
Fecha de publicación:
2018.
Autor corporativo:
Medical education online,
.
Idioma:
Inglés
Palabras claves:
Video games
Medical Education
Evidence-based Practice
Comparative Effectiveness Research
Público objetivo:
Posgrado
Docentes
Medicos
Investigadores
Educadores Medicos
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Hola, encontré este documento en la biblioteca especializada en Educación Médica de ASCOFAME :Sandra Agudelo-Londoño; A systematic review of serious games in medical education: quality of evidence and pedagogical strategy(2018). Podras consultarlo en el Siguiente link: https://ascofame.org.co/biblioteca/detalle_documento.php?id=1910
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Sandra Agudelo-Londoño Rafael A. González Ariel Cortes Alexandra Pomares Vivian Delgadillo Francisco J. Yepes Óscar Muñoz Iouri Gorbanev Sandra Agudelo-Londoño Rafael A. González Ariel Cortes Alexandra Pomares Vivian Delgadillo Francisco J. Yepes Óscar Muñoz Iouri Gorbanev A systematic review of serious games in medical education: quality of evidence and pedagogical strategy. 2018; 23Ed. 1.
