Effectiveness of educational games in surgeons training: A scope review
DOI:
https://doi.org/10.17533/udea.iatreia.166Keywords:
Education, Medical, Graduate , Games, Experimental , General Surgery , LearningAbstract
Medical education has fostered teaching-learning strategies that integrate new pedagogical and evaluative activities in accordance with the advancement in knowledge. Educational games (EG) emerge as an option for improving educational objectives and results, with potential utility within the training process of surgeons. There is growing research on the subject.
Objective: To qualitatively evaluate the state of the available evidence on the efficacy of JE as a pedagogical strategy in general surgery postgraduate students.
Method: Scoping review of the literature, according to the methodology of the Joanna Briggs Institute. The educational impact of the EG was evaluated according to the Kirkpatrick classification.
Results: Evidence about the usefulness of EGs in medical education in surgery is limited. There is a heterogeneity of methodologies, processes and educational results resulting from implementing JE as an evaluation or instructional instrument. However, a positive impact is possible according to research. There is no evaluation of the scope and role of EBs in the training of surgeons.
Conclusions: The EG constitute a novel strategy to consider in general surgery education. Its implementation is conditional on the construction of solid, reproducible evidence based on clear teaching-learning objectives. However, research on the subject is incipient.
Downloads
References
(1) Yusoff Z, Kamsin A, Shamshirband S, Chronopoulos AT. A survey of educational games as interaction design tools for affective learning: Thematic analysis taxonomy. Educ Inf Technol. 2018;23(1):393–418. DOI 10.1007/s10639-017-9610-5.
(2) Kim S, Song K, Lockee B, Burton J. Advances in Game-Based Learning Gamification in Learning and Education Enjoy Learning Like Gaming. Luxemburgo: Springer Science; 2018.
(3) Graafland M, Schraagen JM, Schijven MP. Systematic review of serious games for medical education and surgical skills training. Br J Surg. 2012;99(10):1322–30. DOI 10.1002/bjs.8819.
(4) Wouters P, van Nimwegen C, van Oostendorp H, van Der Spek ED. A meta-analysis of the cognitive and motivational effects of serious games. J Educ Psychol. 2013;105(2):249–65. DOI 10.1037/a0031311.
(5) Deci EL, Ryan RM. Self-determination Theory: When Mind Mediates Behavior. J Mind Behav. 1980;(1)1:33-43.
(6) Shernoff DJ, Csikszentmihalyi M, Schneider B, Shernoff ES. Student engagement in high school classrooms from the perspective of flow theory. Appl Flow Hum Dev Educ Collect Work Mihaly Csikszentmihalyi. 2014;18(2):475–94. DOI 10.1007/978-94-017-9094-9_24.
(7) Whitson C, Consoli J. Flow Theory and Student Engagement. J Cross-Disciplinary Perspect Educ. 2009;2(1):40–9.
(8) Lieberman DA, Biely E, Thai CL, Peinado SUSANA, Blumberg FC. Transfer of Learning from Video Game Play to the Classroom. British: Oxford Scholarship Online; 2015.
(9) Kim S, Song K, Lockee B, Burton J. Theories for Gamification in Learning and Education. In: Gamification in Learning and Education. Advances in Game-Based EE. UU: Learning. Springer; 2018.
(10) McGaghie WC, Issenberg SB, Petrusa ER, Scalese RJ. A critical review of simulation-based medical education research: 2003-2009. Med Educ. 2010;44(1):50–63. DOI 10.1111/j.1365-2923.2009.03547.x.
(11) Gorbanev I, Agudelo-Londoño S, González RA, Cortes A, Pomares A, Delgadillo V, et al. A systematic review of serious games in medical education: quality of evidence and pedagogical strategy. Med Educ Online. 2018 Dec;23(1):1438718. DOI 10.1080/10872981.2018.1438718.
(12) Peters MDJ, Marnie C, Tricco AC, Pollock D, Munn Z, Alexander L, et al. Updated methodological guidance for the conduct of scoping reviews. JBI Evid Synth. 2020 Oct;18(10):2119-2126. DOI 10.11124/JBIES-20-00167.
(13) Haoran G, Bazakidi E, Zary N. Serious Games in Health Professions Education: Review of Trends and Learning Efficacy. Yearb Med Inform. 2019 Aug;28(1):240-8. DOI 10.1055/s-0039-1677904.
(14) Kim S, Song K, Lockee B, Burton J. Gamification Framework. In: Gamification in Learning and Education. EE. UU: Springer; 2018.
(15) Yardley S, Dornan T. Kirkpatrick's levels and education 'evidence'. Med Educ. 2012 Jan;46(1):97-106. DOI 10.1111/j.1365-2923.2011.04076.x.
(16) Tricco AC, Lillie E, Zarin W, O'Brien KK, Colquhoun H, et al. PRISMA Extension for Scoping Reviews (PRISMA-ScR): Checklist and Explanation. Ann Intern Med. 2018 Oct 2;169(7):467-473. DOI 10.7326/M18-0850.
(17) Meterissian S, Liberman M, McLeod P. Games as teaching tools in a surgical residency. Med Teach. 2007;29(9–10):258–60. DOI 10.1080/01421590701663295.
(18) McAuliffe JC, McAuliffe RH, Romero-Velez G, Statter M, Melvin WS, Muscarella P. Feasibility and efficacy of gamification in general surgery residency: Preliminary outcomes of residency teams. Am J Surg. 2020;219(2):283–8. DOI 10.1016/j.amjsurg.2019.10.051.
(19) Bokhari R, Bollman-McGregor J, Kahol K, Smith M, Feinstein A, Ferrara J. Design, development, and validation of a take-home simulator for fundamental laparoscopic skills: Using Nintendo Wii® for surgical training. Am Surg. 2010;76(6):583–6.
(20) Webb TP, Simpson D, Denson S, Duthie E. Gaming used as an informal instructional technique: Effects on learner knowledge and satisfaction. J Surg Educ. 2012;69(3):330–4. DOI 10.1016/j.jsurg.2011.10.002
(21) Adams BJ, Margaron F, Kaplan BJ. Comparing video games and laparoscopic simulators in the development of laparoscopic skills in surgical residents. J Surg Educ. 2012 Nov-Dec;69(6):714-7. DOI 10.1016/j.jsurg.2012.06.006.
(22) Rowse PG, Ruparel RK, Aljamal YN, Abdelsattar JM, Heller SF, Farley DR. Catering to millennial learners: Assessing and improving fine-needle aspiration performance. J Surg Educ. 2014;71(6):e53–8. DOI 10.1016/j.jsurg.2014.10.014.
(23) Shaw CM, Tan SA. Integration of mobile technology in educational materials improves participation: Creation of a novel smartphone application for resident education. J Surg Educ. 2015;72(4):670–3. DOI 10.1016/j.jsurg.2015.01.015.
(24) Gas BL, Buckarma ELH, Mohan M, Pandian TK, Farley DR. Objective Assessment of General Surgery Residents Followed by Remediation. J Surg Educ. 2016;73(6):e71–6. DOI 10.1016/j.jsurg.2016.07.002.
(25) Lamb LC, DiFiori MM, Jayaraman V, Shames BD, Feeney JM. Gamified Twitter Microblogging to Support Resident Preparation for the American Board of Surgery In-Service Training Examination. J Surg Educ. 2017;74(6):986–91. DOI 10.1016/j.jsurg.2017.05.010.
(26) Abdelsattar JM, AlJamal YN, Ruparel RK, Rowse PG, Heller SF, Farley DR. Correlation of Objective Assessment Data With General Surgery Resident In-Training Evaluation Reports and Operative Volumes. J Surg Educ. 2018;75(6):1430–6. DOI 10.1016/j.jsurg.2018.04.016.
(27) Cortez R, Lynch K, Charpentier K, Cioffi W, Harrington D, Beard R. An Assessment of Fine Surgical KnotTying. J Surg Educ. 2019;76(3):808–13.
(28) Saleem HY, AlJamal Y, Prabhakar N, Baloul M, Balachandran P, Farley D. Low-cost materials yield high resolution assessment of anatomic knowledge in surgical residents. Surgery. 2019 Jun;165(6):1088-1092. DOI 10.1016/j.surg.2019.01.017.
(29) Aljamal YN, Farley DR. Making EPAs a 59 minute objective measure for surgical trainees - A pilot study. Am J Surg. 2020 Jan;219(1):185-190. DOI 10.1016/j.amjsurg.2019.07.034.
(30) Hancock KJ, Klimberg VS, Williams TP, Tyler DS, Radhakrishnan R, Tran S. Surgical Jeopardy: Play to Learn. J Surg Res. 2021 Jan;257:9-14. DOI 10.1016/j.jss.2020.07.050.
(31) Czauderna A, Guardiola E. The gameplay loop methodology as a tool for educational game design. Electron J e-Learning. 2019;17(3):207–21. DOI 10.34190/JEL.17.3.004.
(32) Yaşar H, Kıyıcı M. A Descriptive Analysis of the Literature on Educational Games Published Between 1965 and 2019. Int J Technol Educ Sci. 2021;5(2):258–76.
(33) Gentry SV, Gauthier A, Ehrstrom BLE, Wortley D, Lilienthal A, Car LT, et al. Serious gaming and gamification education in health professions: systematic review. J Med Internet Res. 2019;21(3).
(34) Bhoopathi PS, Sheoran R. Educational games for mental health professionals: a Cochrane review. Cochrane Database Syst Rev. 2006;19(2):CD001471.
(35) Greenberg JA, Minter RM. Entrustable Professional Activities: The Future of Competency-based Education in Surgery May Already Be Here. Ann Surg. 2019;269(3):407–8.
(36) Akl EA, Pretorius RW, Sackett K, Erdley WS, Bhoopathi PS, Alfarah Z, et al. The effect of educational games on medical students’ learning outcomes: A systematic review: BEME Guide No 14. Med Teach. 2010;32(1):16–27. DOI 10.3109/01421590903473969.
(37) Drosdeck JM, Osayi SN, Peterson LA, Yu L, Ellison EC, Muscarella P. Surgeon and nonsurgeon personalities at different career points. J Surg Res. 2015 Jun 1;196(1):60-6. DOI 10.1016/j.jss.2015.02.021.
(38) Domínguez JI, Ramos A, Achurra P. Videojuegos como método de entrenamiento para las habilidades quirúrgicas laparoscópicas básicas. Medwave. 2018;18(7):e7345.
Additional Files
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Iatreia
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Papers published in the journal are available for use under the Creative Commons license, specifically Attribution-NonCommercial-ShareAlike 4.0 International.
The papers must be unpublished and sent exclusively to the Journal Iatreia; the author uploading the contribution is required to submit two fully completed formats: article submission and authorship responsibility.
