Department of Family Medicine, Serrania de Málaga Health District, Málaga, Spain.
Department of Nuclear Medicine, Hospital Universitario Virgen de las Nieves, Granada, Spain.
Anat Sci Educ. 2020 Sep;13(5):602-617. doi: 10.1002/ase.1927. Epub 2019 Nov 25.
Game-based learning can have a positive impact on medical education, and virtual worlds have great potential for supporting immersive online games. It is necessary to reinforce current medical students' knowledge about radiological anatomy and radiological signs. To meet this need, the objectives of this study were: to design a competition-based game in the virtual world, Second Life and to analyze the students' perceptions of Second Life and the game, as well as to analyze the medium-term retention of knowledge and the potential impact on the final grades. Ninety out of 197 (45.6%) third-year medical students voluntarily participated in an online game based on self-guided presentations and multiple-choice tests over six 6-day stages. Participants and non-participants were invited to perform an evaluation questionnaire about the experience and a post-exposure knowledge test. Participants rated the experience with mean scores equal to or higher than 8.1 on a 10-point scale, highlighting the professor (9.5 ± 1.1; mean ± SD) and the virtual environment (8.9 ± 1.1). Participants had better results in the post-exposure test than non-participants (59.0 ± 13.5 versus 45.3 ± 11.5; P < 0.001) and a lower percentage of answers left blank (6.7 ± 8.4 versus 13.1 ± 12.9; P = 0.014). Competitive game-based learning within Second Life is an effective and well-accepted means of teaching core radiological anatomy and radiological signs content to medical students. The higher medium-term outcomes obtained by participants may indicate effective learning with the game. Additionally, valuable positive perceptions about the game, the educational contents, and the potential benefit for their education were discovered among non-participants.
基于游戏的学习对医学教育有积极的影响，而虚拟世界在支持沉浸式在线游戏方面具有巨大的潜力。有必要加强当前医学生对放射解剖学和放射影像学的认识。为了满足这一需求，本研究的目的是：在 Second Life 虚拟世界中设计一个基于竞赛的游戏，并分析学生对 Second Life 和游戏的看法，以及分析知识的中期保留和对最终成绩的潜在影响。197 名三年级医学生中有 90 名（45.6%）自愿参加了一个基于自我指导演示和多项选择题的在线游戏，共分为六个 6 天阶段。参与者和非参与者被邀请对体验进行评估问卷和暴露后知识测试。参与者对体验的评分平均在 10 分制上等于或高于 8.1 分，突出了教授（9.5 ± 1.1；平均值 ± 标准差）和虚拟环境（8.9 ± 1.1）。与非参与者相比，参与者在暴露后测试中的表现更好（59.0 ± 13.5 与 45.3 ± 11.5；P < 0.001），空白答案的比例更低（6.7 ± 8.4 与 13.1 ± 12.9；P = 0.014）。在 Second Life 中进行基于竞争的游戏式学习是向医学生教授核心放射解剖学和放射影像学内容的有效且被广泛接受的方法。参与者获得的较高中期结果可能表明游戏的有效学习。此外，非参与者对游戏、教育内容以及对其教育的潜在益处也表现出了有价值的积极看法。
