Examining the Technological Pedagogical Content Characteristics of Games for Medical Education
- PDF / 1,928,775 Bytes
- 8 Pages / 595.276 x 790.866 pts Page_size
- 2 Downloads / 169 Views
MONOGRAPH
Examining the Technological Pedagogical Content Characteristics of Games for Medical Education Arundathi Jayatilleke 1
&
Mamta Shah 2
# International Association of Medical Science Educators 2020
Abstract Virtual learning environments (VLEs) such as games can greatly enhance medical education curriculum. In this monograph, we argue for the importance of identifying existing VLEs and analyzing their characteristics in order for medical educators to establish alignment with their curricular goals. We introduce the co-opted technological pedagogical content knowledge framework as an analytical lens for examining the context-attuned design features of games [1]. We apply the lens to study three games designed to advance medical education; namely, CD4 Hunter, Septris, and Microbe Invader. We conclude with implications for enhancing medical education curricula through the incorporation of digital games. Keywords Game-based learning . Virtual learning environments . Digital games . Pedagogy
Introduction Health professionals face an ever-increasing volume of information to be mastered during and after training. Medical schools must focus not only on cultivating this knowledge but also supporting the development of communication and clinical skills (e.g., patient-centered interview and physical examination). In response, many medical schools have shifted from a teacher-centered, lecture-dominated curriculum to a learner-centered, small-group or problem-based pedagogy emphasizing self-directed learning [2]. However, the challenges of assuring an optimal breadth of clinical case exposure, promoting development of skills, and adequately assessing knowledge remain under-addressed. The use of digital games and simulations in medical education has surfaced as potential tools to help address some of the aforementioned challenges. Simulations, from models and task trainers to,
* Arundathi Jayatilleke [email protected] Mamta Shah [email protected] 1
Lewis Katz School of Medicine, Temple University, 3322 N Broad St, Rm 200D, Philadelphia, PA 19140, USA
2
Elsevier Inc., 1600 John F Kennedy Blvd, Philadelphia, PA 19103, USA
more recently, computer-driven simulators and even virtual reality, have long been used in medical education in both training and assessment [3]. Game-based learning (GBL), on the other hand, is a more recent addition to the array of teaching tools used in medical education [4]. Digital games are conducive environments for learning because they can be designed to help learners acquire new knowledge and deepen existing knowledge targeted to specific academic domains. In addition, digital games can afford a balanced focus on learning with an emphasis on conceptual representation, simulation, or contextualization [5]. Furthermore, the elements of challenges, choices, and consequences in a game allow for practice, exploration, and knowledge construction within a given academic domain, i.e., games afford situated learning [6]. Central to the context of this monograph is the incr
Data Loading...
