Assessment of educational games for health professions: A systematic review of trends and outcomes

Medical Teacher

Volumn 37, Issue S1, 2015, Pages S27-S32

  Abdulmajed, Hind ^a   Park, Yoon Soo ^b   Tekian, Ara ^b  

^a KING ABDULAZIZ UNIVERSITY   (Saudi Arabia)

^b UNIVERSITY OF ILLINOIS AT CHICAGO   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EDUCATION; EDUCATIONAL STATUS; GAME; HEALTH CARE PERSONNEL; HEALTH PERSONNEL ATTITUDE; HUMAN; LEARNING; PROFESSIONAL COMPETENCE;

ATTITUDE OF HEALTH PERSONNEL; EDUCATIONAL STATUS; GAMES, EXPERIMENTAL; HEALTH PERSONNEL; HUMANS; LEARNING; PROFESSIONAL COMPETENCE;

EID: 84925800002     PISSN: 0142159X     EISSN: 1466187X     Source Type: Journal    
DOI: 10.3109/0142159X.2015.1006609     Document Type: Article

References (20)

1. Akl EA, Kairouz VF, Sackett KM, Erdley WS, Mustafa RA, Fiander M, Gabriel C, Schünemann H. 2013. Educational games for health professionals. The Cochrane Collaboration 3:1-46.
2. Allery L. 2004. Educational games and structured experiences. Med Teach 26(6):504-505.
3. Beylefeld AA, Struwig MC. 2007. A gaming approach to learning medical microbiology: Students' experiences of flow. Med Teach 29:933-940.
4. Blakely G, Skirton H, Cooper S, Allum P, Nelmes P. 2009. Educational gaming in the health sciences: Systematic review. J Adv Nurs 65(2):259-269.
5. Bonnel WE, Smith KV. 2010. Teaching technologies in nursing and the health professions: Beyond simulations and online courses. New York, NY: Springer Publishing Company.
6. Bradshaw M, Lowenstein A. 2014. Innovative teaching strategies in nursing and related health professions. Sudbury, MA: Jones & Bartlett Publishers.
7. Cowen KJ, Tesh AS. 2002. Effects of gaming on nursing students' knowledge of pediatric cardiovascular dysfunction. J Nurs Educ 41(11):507-509.
8. DeKanter N. 2004. Gaming redefines interactivity for learning. Tech Trends 49(3):26-31.
9. Delacruz GC. 2011. Games as formative assessment environments: Examining the impact of explanations of scoring and incentives on math learning, game performance, and help seeking. (CRESST Report 796). Los Angeles, CA: University of California, National Center for Research on Evaluation, Standards, and Student Testing (CRESST).
10. Graafland M, Schraagen JM, Schijven MP. 2012. Systematic review of serious games for medical education and surgical skills training. Brit J Surg 99:1322-1330.
11. Graham I, Richardson E. 2008. Experiential gaming to facilitate cultural awareness: Its implication for developing emotional caring in nursing. Learn Health Social Care 7(1):37-45.
12. Iseli MR, Koenig AD, Lee JJ, Wainess R. 2010. Automated assessment of complex task performance in games and simulations (CRESST Report 775). Los Angeles, CA: University of California, National Center for Research on Evaluation, Standards, and Student Testing.
13. Jasko S. 1997. Education and assessment. How do we measure a game?Education 118(1):18-21.
14. Kikpatrick D, Kikpatrick J. 2013. Kikpatrick four levels. Audio recordings study guide. Kikpatrick Partners.
15. Mislevy RJ, Almond RG, Lukas JF. 2003. A brief introduction to evidence centered design. Princeton, NJ: Educational Testing Service.
16. Ogershok P, Cottrell S. 2004. The pediatric board game. Med Teach 26(6):514-517.
17. Royse MA, Newton SE. 2007. How gaming is used as an innovative strategy for nursing education. Nurs Educ Perspect 28(5):263-267.
18. Shah S, Lynch L, Macias-Moriarity LS. 2010. Crossword puzzles as a tool to enhance learning about anti-ulcer agents. Am J Pharmaceut Educ 74(7):1-5.
19. Skiba D. 2008. Nursing Education 2.0: Games as pedagogical platforms. Nurs Educ Perspect 29(3):174-175.
20. Wainess R, Koenig A, Kerr D. 2011. Aligning instruction and assessment with game and simulation design (CRESST Report 780). Los Angeles, CA: University of California, National Center for Research on Evaluation, Standards, and Student Testing (CRESST).