Twelve tips for maximizing the effectiveness of game-based learning

Medical Teacher
Michael B PittWalter J Eppich

Abstract

Game-based learning (GBL) in medical education is emerging as a valid alternative to traditional teaching methods. Well-designed GBL sessions use non-threatening competition to capitalize on heightened learner arousal, allowing for high-level engagement and dynamic group discussion. While many templates for specific educational games have been published, little has been written on strategies for educators to create their own or how to use them with maximal effectiveness. These 12 tips provide specific recommendations for the successful design and implementation of GBL sessions in medical education based on a review of the literature and insight from experienced designers.

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Citations

May 29, 2016·BMC Medical Education·David B ClarkeRyan C N D'Arcy
Aug 12, 2017·Journal of Neurosurgery·Randy L JensenWilliam T Couldwell
Jan 27, 2019·Academic Medicine : Journal of the Association of American Medical Colleges·Belinda Y ChenSean Tackett
Oct 31, 2019·Anatomical Sciences Education·Rocio Lorenzo-AlvarezFrancisco Sendra-Portero
Aug 30, 2018·Journal of Graduate Medical Education·Emily C Borman-ShoapMichael B Pitt
Feb 10, 2017·Medical Education Online·Michael B Pitt, Jay D Orlander
Jun 30, 2021·Insights Into Imaging·Teodoro Rudolphi-SoleroFrancisco Sendra-Portero
Sep 19, 2021·BMJ Supportive & Palliative Care·Dylan G Harris, Clea Atkinson

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