Szeto Mindy D, Strock Daniel, Anderson Jarett, Sivesind Torunn E, Vorwald Victoria M, Rietcheck Hope R, Weintraub Gil S, Dellavalle Robert P
Department of Dermatology, University of Colorado Anschutz Medical Campus, Aurora, CO, United States.
School of Medicine, Eastern Virginia Medical School, Norfolk, VA, United States.
JMIR Dermatol. 2021 Aug 30;4(2):e30325. doi: 10.2196/30325.
Game-based approaches, or gamification, are popular learning strategies in medical education for health care providers and patients alike. Gamification has taken the form of serious educational games and simulations to enable learners to rehearse skills and knowledge in a safe environment. Dermatology learners in particular may benefit from gamification methods, given the visual and procedural nature of the field.
This narrative review surveys current applications of gamification within general medical training, in the education of dermatology students, and in dermatology patient outreach.
A literature search was performed using PubMed, Google Scholar, and ResearchGate to access and review relevant medical education- and dermatology-related gamification studies published in peer-reviewed journals. Two independent researchers with education and experience in dermatology screened publications to select studies featuring a diversity of gamification approaches and study subjects for in-depth examination.
A total of 6 general medical education-related and 7 dermatology-specific gamification studies were selected. Gamification generally increased motivation and engagement, improved reinforcement of learning objectives, and contributed to more enjoyable and positive educational experiences compared to traditional modes of instruction. Enhancing examination scores, building confidence, and developing stronger team dynamics were additional benefits for medical trainees. Despite the abundance of gamification studies in general medical education, comparatively few instances were specific to dermatology learning, although large organizations such as the American Academy of Dermatology have begun to implement these strategies nationally. Gamification may also a provide promising alternative means of diversifying patient education and outreach methods, especially for self-identification of malignant melanoma.
Serious games and simulations in general medical education have successfully increased learner motivation, enjoyment, and performance. In limited preliminary studies, gamified approaches to dermatology-specific medical education enhanced diagnostic accuracy and interest in the field. Game-based interventions in patient-focused educational pilot studies surrounding melanoma detection demonstrated similar efficacy and knowledge benefits. However, small study participant numbers and large variability in outcome measures may indicate decreased generalizability of findings regarding the current impact of gamification approaches, and further investigation in this area is warranted. Additionally, some relevant studies may have been omitted by the simplified literature search strategy of this narrative review. This could be expanded upon in a secondary systematic review of gamified educational platforms.
基于游戏的方法，即游戏化，是医疗教育中针对医疗保健提供者和患者的流行学习策略。游戏化采取了严肃教育游戏和模拟的形式，使学习者能够在安全的环境中演练技能和知识。鉴于该领域的视觉和程序性特点，皮肤科学习者尤其可能从游戏化方法中受益。
本叙述性综述调查了游戏化在普通医学培训、皮肤科学生教育以及皮肤科患者宣传中的当前应用情况。
使用PubMed、谷歌学术和ResearchGate进行文献检索，以获取并审查发表在同行评审期刊上的相关医学教育和皮肤科相关的游戏化研究。两名具有皮肤科教育背景和经验的独立研究人员筛选出版物，以选择具有多种游戏化方法和研究对象的研究进行深入审查。
共选择了6项与普通医学教育相关的研究和7项皮肤科特定的游戏化研究。与传统教学模式相比，游戏化通常能提高动机和参与度，增强学习目标的强化，并带来更愉快和积极的教育体验。提高考试成绩、增强信心以及培养更强的团队动力对医学实习生来说是额外的好处。尽管普通医学教育中有大量的游戏化研究，但针对皮肤科学习的具体实例相对较少，不过美国皮肤科协会等大型组织已开始在全国范围内实施这些策略。游戏化也可能为使患者教育和宣传方法多样化提供一种有前景的替代手段，尤其是对于恶性黑色素瘤的自我识别。
普通医学教育中的严肃游戏和模拟成功提高了学习者的动机、乐趣和表现。在有限的初步研究中，针对皮肤科特定医学教育的游戏化方法提高了诊断准确性和对该领域的兴趣。围绕黑色素瘤检测的以患者为中心的教育试点研究中的基于游戏的干预措施显示出类似的效果和知识效益。然而，研究参与者数量较少以及结果测量存在较大差异可能表明关于游戏化方法当前影响的研究结果的可推广性降低，因此有必要在该领域进行进一步调查。此外，本叙述性综述简化的文献检索策略可能遗漏了一些相关研究。这可以在对游戏化教育平台的二次系统综述中加以扩展。
