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Cited by 223Educational Games and GamificationInnovations in Medical EducationSimulation-Based Education in Healthcare

Gamification and multimedia for medical education: a landscape review

Open access
McCoy, Lise, Lewis, Joy H., Dalton, David·2016·Journal of Osteopathic Medicine
DOI 10.7556/jaoa.2016.003
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Abstract

BACKGROUND: Medical education is rapidly evolving. Students enter medical school with a high level of technological literacy and an expectation for instructional variety in the curriculum. In response, many medical schools now incorporate technology-enhanced active learning and multimedia education applications. Education games, medical mobile applications, and virtual patient simulations are together termed gamified training platforms. OBJECTIVE: To review available literature for the benefits of using gamified training platforms for medical education (both preclinical and clinical) and training. Also, to identify platforms suitable for these purposes with links to multimedia content. METHODS: Peer-reviewed literature, commercially published media, and grey literature were searched to compile an archive of recently published scientific evaluations of gamified training platforms for medical education. Specific educational games, mobile applications, and virtual simulations useful for preclinical and clinical training were identified and categorized. Available evidence was summarized as it related to potential educational advantages of the identified platforms for medical education. RESULTS: Overall, improved learning outcomes have been demonstrated with virtual patient simulations. Games have the potential to promote learning, increase engagement, allow for real-word application, and enhance collaboration. They can also provide opportunities for risk-free clinical decision making, distance training, learning analytics, and swift feedback. A total of 5 electronic games and 4 mobile applications were identified for preclinical training, and 5 electronic games, 10 mobile applications, and 12 virtual patient simulation tools were identified for clinical training. Nine additional gamified, virtual environment training tools not commercially available were also identified. CONCLUSION: Many published studies suggest possible benefits from using gamified media in medical curriculum. This is a rapidly growing field. More research is required to rigorously evaluate the specific educational benefits of these interventions. This archive of hyperlinked tools can be used as a resource for all levels of medical trainees, providers, and educators.

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  • Gamification provides opportunities for risk-free clinical decision-making and immediate feedback to students, thereby becoming an integral part of undergraduate medical education.

    “They also provide opportunities for risk-free clinical decision-making and immediate feedback to the students, thereby becoming an integral part of undergraduate medical education [18,19].”

    From Artificial Intelligence Revolutionizing the Field of Medical Education (2023) · cites this paper as [18]

  • Gamification of the learning process increases student engagement, enhances collaborative efforts, and improves learning outcomes.

    “Gamification of the learning process increases student engagement, enhances collaborative efforts, and improves learning outcomes.”

    From Artificial Intelligence Revolutionizing the Field of Medical Education (2023) · cites this paper as [18]

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Authors
McCoy, L., Lewis, J. H., & Dalton, D.
ORCID
Venue
Journal of Osteopathic Medicine
Publisher
Walter de Gruyter GmbH
Published
2016-01-01
Volume
116
Issue
1
Pages
22-34
ISSN
2702-3648 (ISSN-L)
DOI
10.7556/jaoa.2016.003
OpenAlex
W2238961696
Cited by
223
References
54
Citations by year
2026: 6 · 2025: 21 · 2024: 29 · 2023: 46 · 2022: 33 · 2021: 24 · 2020: 15 · 2019: 26 · 2018: 16 · 2017: 4 · 2016: 1 · 2015: 2
FWCI
2.94
Type
journal article
Language
en
Open access
Licence
Locations
  • Journal of Osteopathic Medicine (publishedVersion, cc-by-nc-nd)
  • PubMed (publishedVersion)
Funders
U.S. Public Health Service (D54HP20674)
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Educational Games and Gamification
  • Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
  • Health Sciences › Medicine › Physiology › Simulation-Based Education in Healthcare
Keywords
gamification, medical education, game-based learning, mobile application, virtual patient simulation, multimedia learning, preclinical training, clinical teaching, active learning, learning analytics, student engagement, remote training
MeSH terms
Curriculum, Education, Medical, Humans, Osteopathic Medicine, Schools, Medical, Patient Simulation, Multimedia

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