Serious Gaming and Gamification interventions for health professional education

Sarah Gentry; Beatrice L'Estrade Ehrstrom; Andrea Gauthier; Julian Alvarez; David Wortley; Jurriaan van Rijswijk; Josip Car; Anneliese Lilienthal; Lorainne Tudor Car; Charoula K. Nikolaou; Nabil Zary

doi:10.1002/14651858.CD012209.pub2

Serious Gaming and Gamification interventions for health professional education

Sarah Gentry
, Beatrice L'Estrade Ehrstrom
, Andrea Gauthier
, Julian Alvarez
, David Wortley
, Jurriaan van Rijswijk
, Josip Car^*
, Anneliese Lilienthal
, Lorainne Tudor Car
, Charoula K. Nikolaou
, Nabil Zary

^*Corresponding author for this work

Research output: Contribution to journal › Article › peer-review

13 Citations (Scopus)

Abstract

This is a protocol for a Cochrane Review (Intervention). The objectives are as follows: To evaluate the effectiveness of Serious Gaming and Gamification interventions for delivering pre- and post-registration health professional education compared with traditional learning, other types of eLearning, or other Serious Gaming and Gamification interventions. We will primarily assess the impact of these interventions on students' knowledge, skills, professional attitudes and satisfaction.

Original language	English
Article number	CD012209
Journal	The Cochrane database of systematic reviews
Volume	2018
Issue number	6
DOIs	https://doi.org/10.1002/14651858.CD012209.pub2
Publication status	Published - 22 Jun 2018
Externally published	Yes

Bibliographical note

Publisher Copyright:
© 2018 The Cochrane Collaboration.

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10.1002/14651858.CD012209.pub2

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AU - Gentry, Sarah

AU - L'Estrade Ehrstrom, Beatrice

AU - Gauthier, Andrea

AU - Alvarez, Julian

AU - Wortley, David

AU - van Rijswijk, Jurriaan

AU - Car, Josip

AU - Lilienthal, Anneliese

AU - Tudor Car, Lorainne

AU - Nikolaou, Charoula K.

AU - Zary, Nabil

PY - 2018/6/22

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AB - This is a protocol for a Cochrane Review (Intervention). The objectives are as follows: To evaluate the effectiveness of Serious Gaming and Gamification interventions for delivering pre- and post-registration health professional education compared with traditional learning, other types of eLearning, or other Serious Gaming and Gamification interventions. We will primarily assess the impact of these interventions on students' knowledge, skills, professional attitudes and satisfaction.

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JO - The Cochrane database of systematic reviews

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ER -

Serious Gaming and Gamification interventions for health professional education

Abstract

Bibliographical note

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