Title |
A conceptual framework of game-informed principles for health professions education
|
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Published in |
Advances in Simulation, November 2016
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DOI | 10.1186/s41077-016-0030-1 |
Pubmed ID | |
Authors |
Rachel H. Ellaway |
Abstract |
Games have been used for training purposes for many years, but their use remains somewhat underdeveloped and under-theorized in health professional education. This paper considers the basis for using serious games (games that have an explicit educational purpose) in health professional education in terms of their underlying concepts and design principles. These principles can be understood as a series of game facets: competition and conflict, chance and luck, experience and performance, simulation and make-believe, tactics and strategies, media, symbols and actions, and complexity and difficulty. Games are distinct and bound in ways that other health professional education activities are not. The differences between games and simulation can be understood in terms of the interconnected concepts of isomorphism (convergence with real-world practice) and anisomorphism (divergence from real-world practice). Gaming facets can extend the instructional design repertoire in health professional education. |
X Demographics
Geographical breakdown
Country | Count | As % |
---|---|---|
United Kingdom | 6 | 23% |
Australia | 5 | 19% |
Saudi Arabia | 4 | 15% |
Canada | 3 | 12% |
United States | 1 | 4% |
Unknown | 7 | 27% |
Demographic breakdown
Type | Count | As % |
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Members of the public | 13 | 50% |
Practitioners (doctors, other healthcare professionals) | 6 | 23% |
Scientists | 4 | 15% |
Science communicators (journalists, bloggers, editors) | 3 | 12% |
Mendeley readers
Geographical breakdown
Country | Count | As % |
---|---|---|
Unknown | 73 | 100% |
Demographic breakdown
Readers by professional status | Count | As % |
---|---|---|
Student > Master | 12 | 16% |
Researcher | 7 | 10% |
Student > Ph. D. Student | 6 | 8% |
Student > Doctoral Student | 4 | 5% |
Other | 3 | 4% |
Other | 8 | 11% |
Unknown | 33 | 45% |
Readers by discipline | Count | As % |
---|---|---|
Medicine and Dentistry | 11 | 15% |
Nursing and Health Professions | 6 | 8% |
Computer Science | 6 | 8% |
Design | 3 | 4% |
Psychology | 3 | 4% |
Other | 9 | 12% |
Unknown | 35 | 48% |