Sundareswaran L, Krishnan S, Sinha Abhishek, Naveen P, Mahanta Anindita, Bhattacharjee Manasi
Department of Physiology, AIIMS, Guwahati, Assam, India.
J Educ Health Promot. 2024 Jul 11;13:212. doi: 10.4103/jehp.jehp_1177_23. eCollection 2024.
The concept of serious games and gamification in medical education is gaining attention due to its nature of curiosity and to engage the student's attention by simultaneous cultivation of their higher-level thinking without the experience of boredom. Significant differences were reported among the present medical students, generations Y and Z compared to earlier generations. The advancements in serious games for medical education fit well with millennial medical students' learning styles. Till date, there are no scientific research studies available in literature majorly using solo playing gaming experience for medical Physiology teaching, learning, and assessment in medical schools. In this unsystematic (narrative) review, the development and process in gamification for medical Physiology teaching and assessment has been analyzed. Inclusion criteria: list of articles from PubMed, Medline, and Cochrane by means of manual search with the key words include; gamification on Physiology teaching, learning; serious games created/developed for medical Physiology. Exclusion criteria include the articles not involving medical Physiology teaching, gaming app application, card board games, and quiz games. This review explores the difficulties and practical challenges encountered by a medical educator/doctor professional toward the development of solo playing gamified platform. Also further necessitates the user-friendly interface or apps that involve drop and drag options for serious solo playing games development for medical education. Additionally, insists the addition of gamification elements and artificial intelligence tools application as one of the components of curriculum as electives in medical schools for undergraduate and post graduate level. These will pave the way for medical educators to familiarize the gamification designing tools for various serious solo playing games for medical subjects' teaching, learning, and assessment.
严肃游戏和游戏化在医学教育中的概念因其具有激发好奇心的特质，以及能够通过培养学生的高级思维同时又不让他们感到枯燥来吸引学生的注意力，而越来越受到关注。据报道，与早期几代人相比，当前的医学生、Y 世代和 Z 世代之间存在显著差异。用于医学教育的严肃游戏的进步与千禧一代医学生的学习风格非常契合。到目前为止，文献中还没有主要使用单人游戏体验进行医学院校医学生理学教学、学习和评估的科学研究。在这篇非系统性（叙述性）综述中，分析了医学生理学教学和评估中游戏化的发展和过程。纳入标准：通过手动搜索从 PubMed、Medline 和 Cochrane 中获取的文章列表，关键词包括；生理学教学、学习中的游戏化；为医学生理学创建/开发的严肃游戏。排除标准包括不涉及医学生理学教学、游戏应用程序、棋盘游戏和问答游戏的文章。本综述探讨了医学教育工作者/医生专业人员在开发单人游戏化平台时遇到的困难和实际挑战。还进一步需要用户友好的界面或应用程序，这些界面或应用程序应包含用于医学教育严肃单人游戏开发所需的拖放选项。此外，坚持将游戏化元素和人工智能工具的应用作为医学院校本科和研究生水平课程选修部分的组成部分之一。这些将为医学教育工作者熟悉用于各种医学学科教学、学习和评估的严肃单人游戏的游戏化设计工具铺平道路。
