An Implementation of Game-Based Learning in Emergency Medicine Residency Program
Introduction: Game-based learning (GBL) is rapidly becoming a trend in academic education. In effect, games can be used in multidisciplinary interventions; this way, the module can be developed for a specific assistant education environment. It can also remove major barriers to medical education. Th...
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | fas |
| Published: |
Isfahan University of Medical Sciences, Medical Education Development Center
2022-04-01
|
| Series: | مجله ایرانی آموزش در علوم پزشکی |
| Subjects: | |
| Online Access: | http://ijme.mui.ac.ir/article-1-5498-en.pdf |
| Summary: | Introduction: Game-based learning (GBL) is rapidly becoming a trend in academic education. In effect, games can be used in multidisciplinary interventions; this way, the module can be developed for a specific assistant education environment. It can also remove major barriers to medical education. This study endeavored to implement and investigate the efficacy of GBL in emergency medicine (EM) residency program based on residents’ point of view.
Methods: This is a cross-sectional interventional study that describe the implementation of GBL and evaluation of its efficacy on EM residents learning through Dundee Ready Education Environment Measure (DREEM) questionnaire. The population was all EM residents and the course was nearly held for 10 months. GBL scenarios were first designed by EM attendings and validated after several sessions by experts in medical education. After implementation the course, two valid questionnaires were sent to EM residents and results were assessed.
Results: Forty-two emergency medicine residents were enrolled in this study. The mean age of participants in this study was 35. 767. 36 and 59. 5% of participants were males. Overall, feedbacks from residents about the efficacy of GBL course were positive. Most of them found GBL interesting, exciting and effective in learning.
Conclusion: EM residents were mostly agreed on continuation of GBL course. Game-based learning increased students' motivation and participation. |
|---|---|
| ISSN: | 1608-9359 1735-8892 |