History[ edit ] In September the Boston Phoenix reported that " edutainment " games were a new focus area for companies after end of growth of the Atari software market.
This article has been cited by other articles in PMC. Abstract Background In-service training represents a significant financial investment for supporting continued competence of the health care workforce.
An integrative review of the education and training literature was conducted to identify effective training approaches for health worker continuing professional education CPE and what evidence exists of outcomes derived from CPE. The initial review of titles and abstracts produced results.
Articles selected for analysis after two quality reviews consisted of systematic reviews, randomized controlled trials RCTs and programme evaluations published in peer-reviewed journals from to in the English language. The articles analysed included 37 systematic reviews and 32 RCTs.
The research questions focused on the evidence supporting educational techniques, frequency, setting and media used to deliver instruction for continuing health professional education.
Results The evidence suggests the use of multiple techniques that allow for interaction and enable learners to process and apply information. Case-based learning, clinical simulations, practice and feedback are identified as effective educational techniques.
Didactic techniques that involve passive instruction, such as reading or lecture, have been found to have little or no impact on learning outcomes. Repetitive interventions, rather than single interventions, were shown to be superior for learning outcomes.
Settings similar to the workplace improved skill acquisition and performance. Computer-based learning can be equally or more effective than live instruction and more cost efficient if effective techniques are used. Effective techniques can lead to improvements in knowledge and skill outcomes and clinical practice behaviours, but there is less evidence directly linking CPE to improved clinical outcomes.
Very limited quality data are available from low- to middle-income countries. Conclusions Educational techniques are critical to learning outcomes. Targeted, repetitive interventions can result in better learning outcomes.
Setting should be selected to support relevant and realistic practice and increase efficiency.
Media should be selected based on the potential to support effective educational techniques and efficiency of instruction. CPE can lead to improved learning outcomes if effective techniques are used. Limited data indicate that there may also be an effect on improving clinical practice behaviours.
The research agenda calls for well-constructed evaluations of culturally appropriate combinations of technique, setting, frequency and media, developed for and tested among all levels of health workers in low- and middle-income countries.
In-service training, Continuing professional education, Continuing medical education, Continuing professional development Background The need to increase the effectiveness and efficiency of both pre-service education and continuing professional education CPE in-service training for the health workforce has never been greater.
Decreasing global resources and a pervasive critical shortage of skilled health workers are paralleled by an explosion in the increase of and access to information.
Universities and educational institutions are rapidly integrating different approaches for learning that move beyond the classroom [ 1 ].
The opportunities exist both in initial health professional education and CPE to expand education and training approaches beyond classroom-based settings. An integrative review was designed to identify and review the evidence addressing best practices in the design and delivery of in-service training interventions.
We included only those articles published in English language literature. These criteria gave priority to articles that used higher-order research methods, specifically meta-analyses or systematic reviews and evaluations that employed experimental designs.
Articles excluded from analysis were observational studies, qualitative studies, editorial commentary, letters and book chapters. Search strategy A research assistant searched the electronic, peer-reviewed literature between May and June The search was conducted on studies published in the English language from to Table 1 Medical subject headings MeSH and key search terms.This review of the literature on video game research focuses on publications analyzing educational game design, namely those that present design elements conducive to learning, the theoretical.
elements that operate within video games impact in an educational setting. • We noted a complete lack of evidence about ‘gamification, that is, the use of techniques ’ and mechanisms derived from video games, rather than actual games.
An educational video game is a video game that provides learning or training value to the player.
Edutainment describes an intentional merger of video games and educational software into a single product (and could therefore also comprise more serious titles sometimes described under children's learning software). debated in the psychological literature.
Ferguson () presents a Vulnerability to violent video games: A review and integration of personality research. Review of General Psychology, 14, 82– Olson, C. K. (). Children’s motivations for video game play in the context of Introduction to the Special Issue on Video Games. Digital Games, Design, and Learning: A Systematic Review and Meta-Analysis Douglas B.
Clark, Emily E. Tanner-Smith, and Stephen S. Killingsworth Summit on educational games: Harnessing the power of video games for learning. Washington, DC: Author. Review of Educational Research.
This review provides: a summary of the contemporary state of the computer and video gaming industry, market and culture an overview of the main developments in research into gaming and the educational relevance of video games, and a summary of the literature resulting from this research.