Gamification as a tool for enhancing graduate medical education

Postgraduate Medical Journal

Volumn 90, Issue 1070, 2014, Pages 685-693

  Nevin, Christa R ^a   Westfall, Andrew O ^a   Martin Rodriguez, J ^a   Dempsey, Donald M ^a   Cherrington, Andrea ^a   Roy, Brita ^a   Patel, Mukesh ^b   Willig, James H ^a  

^a UNIVERSITY OF ALABAMA AT BIRMINGHAM   (United States)

^b UNIVERSITY OF MARYLAND   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; COMPUTER PROGRAM; FEEDBACK SYSTEM; GRADUATE; HEALTH CARE PLANNING; HUMAN; INTERNAL MEDICINE; MEDICAL EDUCATION; PATIENT CARE; POSTGRADUATE EDUCATION; PROFESSIONAL KNOWLEDGE; REGRESSION ANALYSIS; TRAINING; ACCREDITATION; CLINICAL COMPETENCE; CLINICAL TRIAL; EDUCATION; EVALUATION STUDY; INFORMATION PROCESSING; LONG TERM MEMORY; MULTICENTER STUDY; PROCEDURES; QUESTIONNAIRE; STANDARDS; TEACHING; TRENDS; UNITED STATES; VIDEO GAME;

ACCREDITATION; CLINICAL COMPETENCE; COMPUTER-ASSISTED INSTRUCTION; EDUCATION, MEDICAL, GRADUATE; EDUCATIONAL MEASUREMENT; FOCUS GROUPS; HUMANS; INTERNSHIP AND RESIDENCY; PATIENT SIMULATION; RETENTION (PSYCHOLOGY); SURVEYS AND QUESTIONNAIRES; UNITED STATES; VIDEO GAMES;

EID: 84912101219     PISSN: 00325473     EISSN: 14690756     Source Type: Journal    
DOI: 10.1136/postgradmedj-2013-132486     Document Type: Article

References (25)

1. The members of the ACGME Task Force on Quality Care and Professionalism. The ACGME 2011. Duty Hour Standard: Enhancing Quality of Care, Supervision and Resident Professional Development. Chicago: ACGME, 2011. http://www.acgme.org/acgmeweb/ Portals/0/PDFs/jgme-monograph[1].pdf
2. Eckleberry-Hunt J, Tucciarone J. The challenges and opportunities of teaching "Generation Y". J Grad Med Educ 2011;3:458-61.
3. Fitzgibbons SC, Chen J, Jagsi R, et al. Long-term follow-up on the educational impact of ACGME duty hour limits: a pre-post survey study. Ann Surg 2012;256:1108-12.
4. Fletcher KE, Underwood W IIIrd, et al Effects of work hour reduction on residents' lives: a systematic review. JAMA 2005;294:1088-100.
5. Goitein L, Shanafelt TD, Wipf JE, et al. The effects of work-hour limitations on resident well-being, patient care, and education in an internal medicine residency program. Arch Intern Med 2005;165:2601-6.
6. Lin GA, Beck DC, Stewart AL, et al. Resident perceptions of the impact of work hour limitations. J Gen Intern Med 2007;22:969-75.
7. Vaughn DM, Stout CL, McCampbell BL, et al. Three-year results of mandated work hour restrictions: attending and resident perspectives and effects in a community hospital. Am Surg 2008;74:542-6; discussion 546-547.
8. Nevin CR, Cherrington A, Roy B, et al. A qualitative assessment of internal medicine resident perceptions of graduate medical education following implementation of the 2011. ACGME duty hour standards. BMC Med Educ 2014;14:84.
9. Schrope M. Solving tough problems with games. Proc Natl Acad Sci USA 2013;110:7104-6.
10. Gamification of Education. http://gamification.org/education/ (accessed 29 May 2013).
11. Shane K. Three more ways gamification in healthcare is making a difference. Gamification Co, 20 Mar 2013. http://www.gamification.co/2013/03/20/ gamification-in-healthcare/ (accessed 29 May 2013).
12. Gopaladesikan S. A comprehensive overview of how games help healthcare in 2013. Gamification Co, 14 Mar 2013. http://www.gamification.co/2013/03/14/ how-games-help-healthcare/ (accessed 29 May 2013).
13. Gamification: How effective is it? http://www.slideshare.net/ervler/gamification-howeffective- is-it (accessed 29 May 2013).
14. Design in health gamification: motivating behavior change. 16 Aug 2012. http://ayogo. com/blog/design-in-health-gamification-motivating-behaviour-change/ (accessed 29 May 2013).
15. Steer D. Effective gamification improves learning. 1 Oct 2013. http://prezi.com/ pa4428w3mnff/effective-gamification-improves-learning/ (acessed 29 May 2013).
16. Bordage G. Conceptual frameworks to illuminate and magnify. Med Educ 2009;43:312-19.
17. Nicholson S. A user-centered theoretical framework for meaningful gamification. Presented at Games+Learning+Society 8.0, Madison, WI. Jun 2012. http:// scottnicholson.com/pubs/meaningfulframework.pdf
18. Odenweller CM, Hsu CT, DiCarlo SE. Educational card games for understanding gastrointestinal physiology. Am J Physiol 1998;275(6 Pt 2):S78-84.
19. Snyder E, Hartig JR. Gamification of board review: a residency curricular innovation. Med Educ 2013;47:524-5.
20. Lovell N. Your quick guide to metrics. Games brief, 4 Jun 2012. http://www. gamesbrief.com/2012/06/your-quick-guide-to-metrics/ (accessed 29 May 2013).
21. Bergel S. Designing for monetization: How to apply THE key metric In social gaming. PlayNow [blog], 26 Oct 2009. http://shantibergel.com/post/223918739/ designing-for-monetization-how-to-apply-the-key-metric (acessed 29 May 2013).
22. Magura S, Miller MG, Michael T, et al. Novel electronic refreshers for cardiopulmonary resuscitation: a randomized controlled trial. BMC Emerg Med 2012;12:18.
23. Su E, Schmidt TA, Mann NC, et al. A randomized controlled trial to assess decay in acquired knowledge among paramedics completing a pediatric resuscitation course. Acad Emerg Med 2000;7:779-86.
24. Mohr NM, Moreno-Walton L, Mills AM, et al; Society for Academic Emergency Medicine A, Generational Issues in Academic Emergency Medicine Task F. Generational influences in academic emergency medicine: teaching and learning, mentoring, and technology (part I). Acad Emerg Med 2011;18:190-9.
25. White G, Kiegaldie D. Gen Y learners: just how concerned should we be? Clin Teach 2011;8:263-6.