Efficacy of serious games in healthcare professions education : a systematic review and meta-analysis
dc.contributor.author | Maheu-Cadotte, Marc-André | |
dc.contributor.author | Cossette, Sylvie | |
dc.contributor.author | Dubé, Véronique | |
dc.contributor.author | Fontaine, Guillaume | |
dc.contributor.author | Lavallée, Andréane | |
dc.contributor.author | Lavoie, Patrick | |
dc.contributor.author | Mailhot, Tanya | |
dc.contributor.author | Deschênes, Marie-France | |
dc.date.accessioned | 2023-04-05T16:13:04Z | |
dc.date.available | NO_RESTRICTION | fr |
dc.date.available | 2023-04-05T16:13:04Z | |
dc.date.issued | 2020-11-06 | |
dc.identifier.uri | http://hdl.handle.net/1866/27743 | |
dc.publisher | Lippincott, Williams and Wilkins | fr |
dc.subject | Game-based learning | fr |
dc.subject | Educational gaming | fr |
dc.subject | Medical education | fr |
dc.subject | Systematic review | fr |
dc.subject | Meta-analysis | fr |
dc.title | Efficacy of serious games in healthcare professions education : a systematic review and meta-analysis | fr |
dc.type | Article | fr |
dc.contributor.affiliation | Université de Montréal. Faculté des sciences infirmières | fr |
dc.identifier.doi | 10.1097/SIH.0000000000000512 | |
dcterms.abstract | Summary Statement Serious games (SGs) are interactive and entertaining software designed primarily with an educational purpose. This systematic review synthesizes evidence from experimental studies regarding the efficacy of SGs for supporting engagement and improving learning outcomes in healthcare professions education. Randomized controlled trials (RCTs) published between January 2005 and April 2019 were included. Reference selection and data extraction were performed in duplicate, independently. Thirty-seven RCTs were found and 29 were included in random-effect meta-analyses. Compared with other educational interventions, SGs did not lead to more time spent with the intervention {mean difference 23.21 minutes [95% confidence interval (CI) = −1.25 to 47.66]}, higher knowledge acquisition [standardized mean difference (SMD) = 0.16 (95% CI = −0.20 to 0.52)], cognitive [SMD 0.08 (95% CI = −0.73 to 0.89)], and procedural skills development [SMD 0.05 (95% CI = −0.78 to 0.87)], attitude change [SMD = −0.09 (95% CI = −0.38 to 0.20)], nor behavior change [SMD = 0.2 (95% CI = −0.11 to 0.51)]. Only a small SMD of 0.27 (95% CI = 0.01 to 0.53) was found in favor of SGs for improving confidence in skills. | fr |
dcterms.isPartOf | urn:ISSN:1559-2332 | fr |
dcterms.isPartOf | urn:ISSN:1559-713X | fr |
dcterms.language | eng | fr |
UdeM.ReferenceFournieParDeposant | 10.1097/SIH.0000000000000512 | fr |
UdeM.VersionRioxx | Version acceptée / Accepted Manuscript | fr |
oaire.citationTitle | Simulation in healthcare | fr |
oaire.citationVolume | 16 | fr |
oaire.citationIssue | 3 | fr |
oaire.citationStartPage | 199 | fr |
oaire.citationEndPage | 212 | fr |
Fichier·s constituant ce document
Ce document figure dans la ou les collections suivantes
Ce document diffusé sur Papyrus est la propriété exclusive des titulaires des droits d'auteur et est protégé par la Loi sur le droit d'auteur (L.R.C. (1985), ch. C-42). Il peut être utilisé dans le cadre d'une utilisation équitable et non commerciale, à des fins d'étude privée ou de recherche, de critique ou de compte-rendu comme le prévoit la Loi. Pour toute autre utilisation, une autorisation écrite des titulaires des droits d'auteur sera nécessaire.