Educational games for mental health professionals.

The Cochrane Database of Systematic Reviews
P S Bhoopathi, R Sheoran

Abstract

In traditional didactic teaching, the learner has a passive role, digesting the knowledge presented by the teacher. Stimulating and active teaching processes may be better at instilling information than more pedestrian approaches. Games involving repetition, reinforcement, association and use of multiple senses have been proposed as part of experiential learning. To assess the effects of educational games on the knowledge and clinical skill of mental health professionals compared to the effects of standard teaching approaches. We performed electronic searches of AMED (1998 - November 2005), British Nursing Index (November 2005), Cochrane Library (Issue 3, 2005), Cochrane Schizophrenia Group Trials Register (November 2005), CINAHL (November 2005) EMBASE (November 2005), Educational Resources Information Centre on CSA (1966 - November 2005), MEDLINE (November 2005), PsycINFO (November 2005). We also searched references of all selected articles and contacted authors of included trials for more information. Randomised controlled trials comparing any educational game aiming at increasing knowledge and/or skills with a standard educational approach for mental health professionals. We extracted data independently and analysed on an in...Continue Reading

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Citations

Jan 20, 2012·The Cochrane Database of Systematic Reviews·Patraporn TungpunkomKarla Soares-Weiser
Apr 8, 2010·International Psychogeriatrics·David J Meagher
Dec 14, 2017·Bundesgesundheitsblatt, Gesundheitsforschung, Gesundheitsschutz·Sebastian KuhnDaniel Tolks
Dec 8, 2019·Biological Chemistry·Constance PorriniSeav-Ly Tran
Feb 5, 2021·The Cochrane Database of Systematic Reviews·Matthew T RobertsAnna Zsófia Békefi
Apr 10, 2012·Journal of Surgical Education·Travis P WebbEdmund Duthie

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