There have been improvements in 3-D rendering and augmented reality systems for gaming. Are these applicable to or feasible for online learning and medical training? The only part lacking is haptic feedback for which there was already a project completed at MIT for a virtual keyboard (I'm still waiting on that open source promise).
Educational games provide active, experiential learning opportunities through alternative methods such as simulations, virtual environments, or social play. Because games provide opportunity to incorporate factual knowledge with game experience application, learning games may enhance adult learning and can lead to positive learner feedback. Because of the positive learner feedback, educator have been very positive about their inclusion - in a recent survey of internal medicine and family medicine residency program directors, 92% of respondents were in support of use of games as an educational strategy. There are numerous studies (a few below) supporting games for improved learning environment and kinetic learning. Personally, I have found learning games to be an effective way to engage learners and reinforce key points in a manner that increases learning retention. For that reason, I recently included development of a learning game in a new curriculum on medical care of the homeless and uninsured.
Akl, E.A., et al., The effect of educational games on medical students' learning outcomes: a systematic review: BEME Guide No 14. Med Teach, 2010. 32(1): p. 16-27.
Brookfield, S.D., Understanding and Facilitating Adult Learning1986, San Francisco, CA: John Wiley & Sons, Inc.
Akl, E.A., et al., Educational games for health professionals. Cochrane Database Syst Rev, 2008(1): p. CD006411
Moy, J.R., et al., Who wants to be a physician? An educational tool for reviewing pulmonary physiology. Adv Physiol Educ, 2000. 24(1): p. 30-7.
Howard, M.G., H.L. Collins, and S.E. DiCarlo, "Survivor" torches "Who Wants to Be a Physician?" in the educational games ratings war. Adv Physiol Educ, 2002. 26(1-4): p. 30-6
Akl, E.A., et al., Support for and aspects of use of educational games in family medicine and internal medicine residency programs in the US: a survey. BMC Med Educ, 2010. 10: p. 26.
Research is being done and there are publications even available fully published here on Research Gate. It is currently an active topic for discussion on Academia as well.
The group of adult learners I am most concerned about are medically trained professionals maintaining clinical competency. This is a particularly interesting group as they have already received validation by passing knowledge, attitude and skill assessments at some point and are expected to maintain said skills while coping the the ever-expanding and changeable knowledge base. This group, like myself, will have the bias of thinking they already know and risk slipping into unconscious incompetence during clinical practice. I think gentle questioning of faulty paradigm is difficult to do and may require a skillset I do not currently have.
interesting subject. They said that PlayStation games improve laparoscopic surgery skills.
Quite a lot of interesting literature recommended by Davoren A Chick. However, if we talk about "serious games", i.e. games with a pedagogical purpose, in medical education I would also like to mention a recent review on this hot topic by Gorbanev et al.:
Gorbanev, I., Agudelo-Londoño, S., González, R. A., Cortes, A., Pomares, A., Delgadillo, V., … Muñoz, Ó. (2018). A systematic review of serious games in medical education: quality of evidence and pedagogical strategy. Medical education online, 23(1), 1438718. doi:10.1080/10872981.2018.1438718
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