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Evaluation ViewAttendees 69
Workshop

Social Media & Technology

EHR/Medical Informatics
Session Type: Workshop

A Practical Guide to Designing and Evaluating Game-Based Learning in Health Professions Education

Friday, May 3, 2024
3:45 PM – 5:15 PM ET
Location: Metro Toronto Convention Centre: 717 A
CE: Live CME: 1.5

Disclosure(s):
Brian Rissmiller, MD: I do not have any relevant financial / non-financial relationships with any proprietary interests.
Alison Christy, MD, PhD: Azurity (Ongoing) (Products/Services: Consultant); Biohaven (Ongoing) (Products/Services: Research Support including clinical trials & the principal or named investigator); MDLinx (Ongoing) (Products/Services: Board Member or Executive Role); Novartis / Amgen (Ongoing) (Products/Services: Research Support including clinical trials & the principal or named investigator); Sage Publishing (Ongoing) (Products/Services: Board Member or Executive Role)
Zachary London, MD: NeurdGames (Ongoing) (Products/Services: Intellectual Property including patent beneficiary and royalties)
Daniel O. Hassumani, MD, MS: I do not have any relevant financial / non-financial relationships with any proprietary interests.
Jennifer C. Benjamin, MD, MS: I do not have any relevant financial / non-financial relationships with any proprietary interests.
Catherine Lipman, MD: I do not have any relevant financial / non-financial relationships with any proprietary interests.

Workshop

Description: Futurists assert that game-based learning(GBL) is becoming one of the most effective educational approaches. Through immersion and gameplay experiences, learners find personal connections, are motivated to engage deeply in learning, and practice concept application to gain competence and confidence. Given the rapid adoption of GBL in health professions education, the educational value of these games varies greatly. To assure learners achieve the intended learning outcomes, GBL design must be grounded in robust theoretical frameworks or evidence-informed principles. Well-designed GBL pushes learners to immerse themselves in a learning space that promotes deliberate practice in a psychologically safe environment.

We will employ process-oriented, guided inquiry learning to scaffold complex concepts through a series of interactive didactics, gameplay, and group discussion to acquire essential knowledge and skills for implementing GBL. Part 1 will differentiate the key elements of the two forms of GBL: gamification and a serious game. In part 2, participants will be introduced to a GBL theoretical framework and an assessment instrument which were developed based on synthesis of GBL theories, design principles, and the associated validity evidence. They will apply these tools to explore and analyze 5 GBL products developed by workshop faculty: Gamification on microlearning application; Endowed Chairs, a DEI-focused card game; serious games - DBP Building Blocks and Critical Care Cadets:mechanical ventilation; and a “Choose Your Own Adventure” branching scenario game. Guided by the tools introduced above, participants will work in small groups to design either gamification or a serious game and reflect on challenges and lessons learned.

Learning Objectives:

  • Differentiate between two approaches of Game-Based Learning (GBL), gamification and a serious game, in terms of design and implementation
  • Analyze the theory-informed elements of GBL to apply appropriate game attributes
  • Apply a GBL integrative framework to designing and evaluating a GBL product