No reviewed game study measured behavioural change or patient/health-care outcomes; most measured knowledge and skills¶

Claim · All claims
Evidence · 1 study · review r2 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Of 21 studies, 16 (76.1%) focused on knowledge and skills and 5 (23.8%) on satisfaction, attitudes, perceptions, opinions, or general facts; none reported behavioural change or patient/health-care outcomes. → 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 · r2

Kirkpatrick-level outcome classification across the 21 included studies. The review found 16 studies (76.1%) targeted knowledge and skills and 5 (23.8%) targeted perceptions; "No study reported behavioural change or patient/health-care outcomes".

"When we assessed outcomes following Kirkpatrick’s criteria used by MERSQI, we found 16 studies focused on knowledge and skills (76.1%); 5 studies focused on satisfaction, attitudes, perceptions, opinions, or general facts (23.8%). No study reported behavioural change or patient/health-care outcomes as a result of game implementation."

Discussion¶

Related Claims¶

• No included SDL studies measured Kirkpatrick Level 4 (patient/system) outcomes
• Reviewed peer-tutoring simulation studies mostly reached only Kirkpatrick Level 2, with no assessment of behavior change or clinical-practice results
• Evidence on transfer to clinical behavior and patient outcomes is scarce: only 2 studies reached Kirkpatrick level 3 and 1 reached level 4
• Behaviourism and cognitivism are the predominant pedagogical strategies among medical-game developers — related
• Email-delivered spaced education is the only intervention type shown to improve both clinician behaviour and patient outcomes for guideline adoption — reports the opposite
• Grief training outcomes were usually measured by immediate self-assessment showing increased knowledge and comfort, with few studies measuring patient care, physician well-being or longitudinal effects — a broader claim this one bears on
• Attitude and satisfaction outcomes were mostly measured by item-by-item survey comparisons and showed generally positive but mixed results — related
• Trainees and observers reported generally positive experiences with seven tools in 10 studies (Kirkpatrick level 1) — related
• Most studies reporting change in attitude or behaviour rely on student self-reports, which is not a reliable method for measuring long-term changes in attitude — related