Lee Ching-Yi, Lee Ching-Hsin, Lai Hung-Yi, Chen Po-Jui, Chen Mi-Mi, Yau Sze-Yuen
Department of Neurosurgery, Chang Gung Memorial Hospital Linkou Main Branch, Taoyuan, Taiwan.
Chang Gung University College of Medicine, Taoyuan, Taoyuan, Taiwan.
BMJ Open. 2024 Dec 4;14(12):e086262. doi: 10.1136/bmjopen-2024-086262.
In the rapidly evolving field of medical education, gamification has emerged as a promising strategy to enhance clinical reasoning skills among healthcare professionals. By incorporating game-like elements into the learning environment, gamification strives to enhance engagement, motivation and knowledge retention. Given the importance of clinical reasoning in medical decision-making and patient care, this scoping review protocol aims to systematically explore developments, implementations and outcomes of gamification in clinical reasoning education.
The scoping review will follow the Arksey and O'Malley methodological framework, enhanced by guidelines from the Joanna Briggs Institute. We will search four major databases: OVID Medline, Scopus and Web of Science using key terms such as "gamification," "clinical reasoning," and "medical education". Studies will be selected based on the participants, concepts and contexts (PCC) framework, focusing on literature published in English. Two independent reviewers will screen studies and extract data on gamification elements used in clinical reasoning education. Any disagreement between the reviewers will be resolved by consulting a third person. We will provide a narrative synthesis of the findings, highlighting the variety of gamified strategies and their effects on clinical reasoning skills. This review will also map out gaps in the current literature and provide direction for future research.
The scoping review, which aggregates and synthesises publicly available studies, does not require ethics approval due to its nature as a compilation of existing research. The reporting of findings will adhere to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) checklist, promoting both thoroughness and transparency in our analysis. Our dissemination plan encompasses publication in a peer-reviewed journal and presentations at academic conferences focused on medical education. This strategy is designed to engage educators, curriculum designers and policymakers within the sector, ensuring our insights reach those who can apply them most effectively.
在快速发展的医学教育领域，游戏化已成为一种有前景的策略，用于提高医疗专业人员的临床推理能力。通过将类似游戏的元素融入学习环境，游戏化致力于提高参与度、积极性和知识保留率。鉴于临床推理在医疗决策和患者护理中的重要性，本范围综述方案旨在系统地探索游戏化在临床推理教育中的发展、实施情况和成果。
本范围综述将遵循阿克斯利和奥马利的方法框架，并参考乔安娜·布里格斯研究所的指南进行强化。我们将搜索四个主要数据库：OVID Medline、Scopus和Web of Science，使用“游戏化”“临床推理”和“医学教育”等关键词。将根据参与者、概念和背景（PCC）框架选择研究，重点关注以英文发表的文献。两名独立评审员将筛选研究并提取临床推理教育中使用的游戏化元素的数据。评审员之间的任何分歧将通过咨询第三人来解决。我们将对研究结果进行叙述性综合，突出各种游戏化策略及其对临床推理能力的影响。本综述还将梳理当前文献中的空白，并为未来研究提供方向。
本范围综述汇总并综合了公开可用的研究，由于其作为现有研究汇编的性质，不需要伦理批准。研究结果的报告将遵循系统评价和Meta分析扩展版的范围综述（PRISMA-ScR）清单，以促进我们分析的全面性和透明度。我们的传播计划包括在同行评审期刊上发表以及在专注于医学教育的学术会议上进行展示。这一策略旨在吸引该领域的教育工作者、课程设计师和政策制定者，确保我们的见解能够传达给最能有效应用这些见解的人。
