Behaviourism and cognitivism are the predominant pedagogical strategies among medical-game developers¶

Claim · All claims
Evidence · 1 study · review r3 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? 47.6% of reviewed games followed a behaviourist and 28.6% a cognitivist pedagogical strategy, with only 4.8% humanist and 14.3% constructivist. → Gorbanev Iouri 2018

Evidence¶

Gorbanev Iouri 2018¶

Gorbanev Iouri, Agudelo-Londoño Sandra, González Rafael A., Cortes Ariel, Pomares Alexandra, Delgadillo Vivian, Yepes Francisco J., Muñoz Óscar. (2018). A systematic review of serious games in medical education: quality of evidence and pedagogical strategy. Medical Education Online. https://doi.org/10.1080/10872981.2018.1438718

q3 · i? · review · r3

Classification of the 21 articles' pedagogical strategies using Wu's framework, applied by reviewer pairs with a third reviewer for disagreements. Behaviourism (47.6%) and cognitivism (28.6%) predominated; one article's strategy could not be determined.

"We determined that 47.6% belonged to a behaviourist field and 28.6% to a cognitivist field; they focus on knowledge transmission and try to make it motivating. The rest of the articles propose some form of student-centred learning focused on problem-solving: 4.8% follow a humanist line and 14.3% a constructivist line."

Discussion¶

Related Claims¶

• No reviewed game study measured behavioural change or patient/health-care outcomes; most measured knowledge and skills — related
• The quality of evidence on the effectiveness of serious games in medical education is moderate as assessed by MERSQI — related
• Game implementations were mostly single-institution and single-setting, limiting evidence quality and diffusion — related
• Public access to medical games is limited and no access standard exists — related