The quality of evidence on the effectiveness of serious games in medical education is moderate as assessed by MERSQI¶

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

Subclaims¶

q3 i? Across 21 reviewed studies of games in medical education, MERSQI-assessed evidence quality was moderate, with articles averaging 10.8 of a maximum 18 points. → 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? · quant-synthesis · r2

Systematic review following Cochrane guidelines of 21 peer-reviewed articles on serious games or gamified apps in medical education (2011–2015), scored with MERSQI. The review reports articles "averaged 10.8 points" of a maximum 18, range 4.5–15.5.

"According to Table 2, the maximum MERSQI score allowed is 18 points. The articles averaged 10.8 points; the highest score for an article was 15.5, and the lowest was 4.5."

Discussion¶

Related Claims¶

• Behaviourism and cognitivism are the predominant pedagogical strategies among medical-game developers — related
• Game implementations were mostly single-institution and single-setting, limiting evidence quality and diffusion — related
• Knowledge assessments are associated with higher study quality than perception or other assessment types — related