Gamification in pharmacy education: a systematic quantitative literature review.
Objectives: Gamification involves applying game attributes to non-game contexts and its educational use is increasing. It is essential to review the outcomes and the efficacy of gamification to identify evidence to support its use in pharmacy education. This article: systematically and quantitativel...
| Publicado en: | International Journal of Pharmacy Practice Vol. 31; no. 1; pp. 15 - 32 |
|---|---|
| Autores principales: | , , , |
| Formato: | research systematic review tables/charts Journal Article |
| Publicado: |
Oxford University Press / USA
Jan2023
|
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=162875044&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 162875044 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 09617671 1311 jtl: International Journal of Pharmacy Practice issn: 09617671 maglogo: N pubinfo: dt: Jan2023 vid: 31 iid: 1 pid: 622 pub: Oxford University Press / USA artinfo: ui: 162875044 162875044 162875044 10.1093/ijpp/riac099 162875044 ppf: 15 ppct: 17 formats: fmt: @attributes: type: P tig: atl: Gamification in pharmacy education: a systematic quantitative literature review. aug: au: Hope, Denise L Grant, Gary D Rogers, Gary D King, Michelle A affil: School of Pharmacy and Medical Sciences, Griffith University, , Gold Coast, Queensland, Australia sug: subj: Education, Pharmacy Gamification Course Evaluation Teaching Methods Quality Assessment Human Systematic Review Medline CINAHL Database Outcomes of Education Health Knowledge Teamwork Skill Acquisition Experiential Learning ab: Objectives: Gamification involves applying game attributes to non-game contexts and its educational use is increasing. It is essential to review the outcomes and the efficacy of gamification to identify evidence to support its use in pharmacy education. This article: systematically and quantitatively reviews and evaluates the alignment of learning outcomes and the quality of peer-reviewed literature reporting gamification in pharmacy education. Key findings: A literature search was undertaken in February 2022 using CINAHL Complete, MEDLINE, Science Direct, Scopus and ERIC databases, via keywords (game* OR gaming OR gamif*) AND pharmac* AND education. Google Scholar was searched using 'gamification of pharmacy education' and 'serious games in pharmacy education'. Data extracted included type of gamified intervention, mode of delivery, game fidelity, intended learning outcomes and outcomes reported. Quality assessments aligned with key aspects of the SQUIRE-EDU Reporting Guidelines. Of 759 abstracts and 95 full-text papers assessed, 66 articles met the inclusion criteria. They described gamification from 12 countries in the education of 8272 pharmacy and health professional students. Gamified interventions ranged from board games to immersive simulations, with escape rooms most frequently reported. Reporting quality was inconsistent, with observed misalignment between intended learning outcomes and outcomes reported, an apparent overreliance on student perceptions as primary data and a lack of reference to reporting guidelines. Summary: Gamification is included in the curricula of many pharmacy degrees, across multiple subject areas. This review identified evidence gaps and reinforces the need for improved quality of gamification research, critical alignment of learning outcomes with evaluation, and use of reporting guidelines. pubtype: Academic Journal doctype: research systematic review tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|