Gamification in pharmacy education: a systematic quantitative literature review
Gamification involves applying game attributes to non-game contexts and its educational use is increasing. It is essential to review the outcomes and the efficacy of gamification to identify evidence to support its use in pharmacy education. systematically and quantitatively reviews and evaluates th...
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Veröffentlicht in: | The International journal of pharmacy practice 2023-03, Vol.31 (1), p.15-31 |
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creator | Hope, Denise L Grant, Gary D Rogers, Gary D King, Michelle A |
description | Gamification involves applying game attributes to non-game contexts and its educational use is increasing. It is essential to review the outcomes and the efficacy of gamification to identify evidence to support its use in pharmacy education.
systematically and quantitatively reviews and evaluates the alignment of learning outcomes and the quality of peer-reviewed literature reporting gamification in pharmacy education.
A literature search was undertaken in February 2022 using CINAHL Complete, MEDLINE, Science Direct, Scopus and ERIC databases, via keywords (game* OR gaming OR gamif*) AND pharmac* AND education. Google Scholar was searched using 'gamification of pharmacy education' and 'serious games in pharmacy education'. Data extracted included type of gamified intervention, mode of delivery, game fidelity, intended learning outcomes and outcomes reported. Quality assessments aligned with key aspects of the SQUIRE-EDU Reporting Guidelines. Of 759 abstracts and 95 full-text papers assessed, 66 articles met the inclusion criteria. They described gamification from 12 countries in the education of 8272 pharmacy and health professional students. Gamified interventions ranged from board games to immersive simulations, with escape rooms most frequently reported. Reporting quality was inconsistent, with observed misalignment between intended learning outcomes and outcomes reported, an apparent overreliance on student perceptions as primary data and a lack of reference to reporting guidelines.
Gamification is included in the curricula of many pharmacy degrees, across multiple subject areas. This review identified evidence gaps and reinforces the need for improved quality of gamification research, critical alignment of learning outcomes with evaluation, and use of reporting guidelines. |
doi_str_mv | 10.1093/ijpp/riac099 |
format | Article |
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systematically and quantitatively reviews and evaluates the alignment of learning outcomes and the quality of peer-reviewed literature reporting gamification in pharmacy education.
A literature search was undertaken in February 2022 using CINAHL Complete, MEDLINE, Science Direct, Scopus and ERIC databases, via keywords (game* OR gaming OR gamif*) AND pharmac* AND education. Google Scholar was searched using 'gamification of pharmacy education' and 'serious games in pharmacy education'. Data extracted included type of gamified intervention, mode of delivery, game fidelity, intended learning outcomes and outcomes reported. Quality assessments aligned with key aspects of the SQUIRE-EDU Reporting Guidelines. Of 759 abstracts and 95 full-text papers assessed, 66 articles met the inclusion criteria. They described gamification from 12 countries in the education of 8272 pharmacy and health professional students. Gamified interventions ranged from board games to immersive simulations, with escape rooms most frequently reported. Reporting quality was inconsistent, with observed misalignment between intended learning outcomes and outcomes reported, an apparent overreliance on student perceptions as primary data and a lack of reference to reporting guidelines.
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systematically and quantitatively reviews and evaluates the alignment of learning outcomes and the quality of peer-reviewed literature reporting gamification in pharmacy education.
A literature search was undertaken in February 2022 using CINAHL Complete, MEDLINE, Science Direct, Scopus and ERIC databases, via keywords (game* OR gaming OR gamif*) AND pharmac* AND education. Google Scholar was searched using 'gamification of pharmacy education' and 'serious games in pharmacy education'. Data extracted included type of gamified intervention, mode of delivery, game fidelity, intended learning outcomes and outcomes reported. Quality assessments aligned with key aspects of the SQUIRE-EDU Reporting Guidelines. Of 759 abstracts and 95 full-text papers assessed, 66 articles met the inclusion criteria. They described gamification from 12 countries in the education of 8272 pharmacy and health professional students. Gamified interventions ranged from board games to immersive simulations, with escape rooms most frequently reported. Reporting quality was inconsistent, with observed misalignment between intended learning outcomes and outcomes reported, an apparent overreliance on student perceptions as primary data and a lack of reference to reporting guidelines.
Gamification is included in the curricula of many pharmacy degrees, across multiple subject areas. This review identified evidence gaps and reinforces the need for improved quality of gamification research, critical alignment of learning outcomes with evaluation, and use of reporting guidelines.</description><subject>Education, Pharmacy</subject><subject>Gamification</subject><subject>Health Personnel</subject><subject>Humans</subject><subject>Learning</subject><subject>Students</subject><issn>0961-7671</issn><issn>2042-7174</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2023</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><recordid>eNo9kDtPwzAURi0EoqWwMSOPDITavq4ds6EKClKlLjBHjuMIV3nVdor675uohek-dPTp3oPQPSXPlCiYu23Xzb3Thih1gaaMcJZIKvklmhIlaCKFpBN0E8KWECYWqbxGExBcMiXYFG1WunalMzq6tsGuwd2P9rU2B2yL_rR9wRqHQ4i2HkaDd71uootDv7e4ctF6HXtvsbd7Z39v0VWpq2DvznWGvt_fvpYfyXqz-ly-rhMDTMWkhEVBWGo0wHgfMZxTrUQKuYaylJSVwhY8l0WqmeVAcgVpCjxntCAACwUz9HjK7Xy7622IWe2CsVWlG9v2IWNy-FAKAiP6dEKNb0Pwtsw672rtDxkl2agwGxVmZ4UD_nBO7vPaFv_wnzM4Ag1MbsQ</recordid><startdate>20230313</startdate><enddate>20230313</enddate><creator>Hope, Denise L</creator><creator>Grant, Gary D</creator><creator>Rogers, Gary D</creator><creator>King, Michelle A</creator><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7X8</scope><orcidid>https://orcid.org/0000-0001-5922-8032</orcidid><orcidid>https://orcid.org/0000-0002-2574-5442</orcidid><orcidid>https://orcid.org/0000-0003-4655-0131</orcidid><orcidid>https://orcid.org/0000-0003-3733-8366</orcidid></search><sort><creationdate>20230313</creationdate><title>Gamification in pharmacy education: a systematic quantitative literature review</title><author>Hope, Denise L ; Grant, Gary D ; Rogers, Gary D ; King, Michelle A</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c329t-f35d028ca3376710c441a9683ba3ff712f6ed4b7d8a2e430b938834b21d033593</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2023</creationdate><topic>Education, Pharmacy</topic><topic>Gamification</topic><topic>Health Personnel</topic><topic>Humans</topic><topic>Learning</topic><topic>Students</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Hope, Denise L</creatorcontrib><creatorcontrib>Grant, Gary D</creatorcontrib><creatorcontrib>Rogers, Gary D</creatorcontrib><creatorcontrib>King, Michelle A</creatorcontrib><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>MEDLINE - Academic</collection><jtitle>The International journal of pharmacy practice</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Hope, Denise L</au><au>Grant, Gary D</au><au>Rogers, Gary D</au><au>King, Michelle A</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Gamification in pharmacy education: a systematic quantitative literature review</atitle><jtitle>The International journal of pharmacy practice</jtitle><addtitle>Int J Pharm Pract</addtitle><date>2023-03-13</date><risdate>2023</risdate><volume>31</volume><issue>1</issue><spage>15</spage><epage>31</epage><pages>15-31</pages><issn>0961-7671</issn><eissn>2042-7174</eissn><abstract>Gamification involves applying game attributes to non-game contexts and its educational use is increasing. It is essential to review the outcomes and the efficacy of gamification to identify evidence to support its use in pharmacy education.
systematically and quantitatively reviews and evaluates the alignment of learning outcomes and the quality of peer-reviewed literature reporting gamification in pharmacy education.
A literature search was undertaken in February 2022 using CINAHL Complete, MEDLINE, Science Direct, Scopus and ERIC databases, via keywords (game* OR gaming OR gamif*) AND pharmac* AND education. Google Scholar was searched using 'gamification of pharmacy education' and 'serious games in pharmacy education'. Data extracted included type of gamified intervention, mode of delivery, game fidelity, intended learning outcomes and outcomes reported. Quality assessments aligned with key aspects of the SQUIRE-EDU Reporting Guidelines. Of 759 abstracts and 95 full-text papers assessed, 66 articles met the inclusion criteria. They described gamification from 12 countries in the education of 8272 pharmacy and health professional students. Gamified interventions ranged from board games to immersive simulations, with escape rooms most frequently reported. Reporting quality was inconsistent, with observed misalignment between intended learning outcomes and outcomes reported, an apparent overreliance on student perceptions as primary data and a lack of reference to reporting guidelines.
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source | MEDLINE; Oxford University Press Journals All Titles (1996-Current) |
subjects | Education, Pharmacy Gamification Health Personnel Humans Learning Students |
title | Gamification in pharmacy education: a systematic quantitative literature review |
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