Game-Based Learning in Pharmacy Education
Abstract
:1. Introduction
2. Methods
3. Content Focus of Game-Based Learning Activities in Pharmacy
4. Design of Games in Pharmacy Education
4.1. Overview of Technology Incorporated into Game Design
4.2. Game-Based Immersive Experiences
5. Assessment of Game-Based Learning
6. Discussion
6.1. Future Steps
6.2. Key Points and Takeaways
- Game-based learning can provide an engaging environment for student learning.
- Game-based learning is utilized and developed for a variety of pharmacy content areas.
- Games with both advanced and minimal technology integration have the potential to improve educational outcomes.
- Current assessment of game-based learning is limited and not well-defined, as most use pre- and post-tests. In the future, perhaps more in-game assessments combined with expanded outlets for new ideas may advance dissemination and improvements in student learning.
7. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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Content Areas Utilizing GBL |
---|
Pharmacotherapy Focused |
Immunology |
Diabetes Treatment Opioid Safety Cough Therapy Herbal Medicine Toxicology/Acute Care Pharmacotherapy Review |
Therapeutic Decision Making |
Medication Histories and Reconciliation |
Nonprescription Pharmacy |
Not Pharmacotherapy Focused |
Drug Information and Literature Evaluation |
Community Pharmacy Nonsterile Compounding Chemotherapy Good Manufacturing Practices |
Leadership |
Business of Healthcare |
Healthcare Communication |
Pharmacy Management |
Technology Usage * | Design Features | References | Example Content Areas | Advantages/Disadvantages |
---|---|---|---|---|
High Tech/High Immersion | Advanced software simulations. Many 3D simulations. Some utilize player roles or avatars. | [14,15,16,17,18,26,27] | Community Pharmacy, Herbal Medicine, Immunology, Opioids | Advantage: High engagement, High quality experiences Disadvantage: Potential High cost, Time consuming to develop |
Moderate Technology/High Immersion | Simulations followed by quiz tools. Fantasy League focused on investment. Mystery case tool that assigns patient characteristics for a case. | [11,13,28,29,30,31] | Health Care Industry, Medication Histories | Advantage: High engagement Disadvantage: Time consuming to develop |
Moderate Technology/Low Immersion | Quiz format using online platforms/tools. Digital badges for completion of work. | [10,12,32,33] | Pharmacotherapy, Drug Information & Literature Evaluation | Advantage: Less cost and time consumption compared to high tech GBL activities Disadvantage: Less engaging than high tech/high immersion |
Low Technology/High Immersion | Escape Room, Amazing Race® design | [19,20,21,22,23,24,34,35] | Toxicology, Diabetes, Good Manufacturing Practices, Nonsterile Compounding, Pharmacy Leadership | Advantage: High engagement, Creative approach Disadvantage: Time consuming to develop |
Low Technology/Low Immersion | Jeopardy® questions, Name that drug | [36,37] | Review Style Games | Advantage: Ease of implementation in course, highly adaptable Disadvantage: Less engagement |
Authors of Study | Content Area | Design | Summary of Results | Effectiveness |
---|---|---|---|---|
Khalafalla et al. [12] | Immunology–Transplantation | Divided students into teams for quizzes, cases, and Kahoot | Improved team-based scores on quizzes | Improved scores on quiz or post survey |
Nabhani et al. [32] | Drug Information | Web-based quiz to assess retrieval ability in a national formulary. | 93% of students felt the game helped them in the course. 55% of students had improved confidence. Significant improvement in quiz scores (p < 0.05) | |
Kavanaugh et al. [20] | Treatment of Diabetes | Escape Room | Improved knowledge scores on post survey (p < 0.001) | |
Berthod et al. [19] | Chemotherapy Good Manufacturing Practices | Escape Room | Increased scores on post survey (p < 0.001) | |
Korenoski et al. [34] | Toxicology/Acute Care | Lock box kit stores clues to the game. Similar to escape room design. | Increased confidence related to toxicology and post-test scores | |
Caldas et al. [21] | Nonsterile compounding | Escape Room | Increased median assessment scores (p < 0.001) | |
Baker et al. [23] | Leadership Concepts | Escape Room | Significant increase in understanding of leadership concepts (p < 0.01) | |
Eukel et al. [22] | Diabetes | Escape Room | Improvement in knowledge (p < 0.01) | |
Richey Smith et al. [27] | Perspectives of patients in poverty | Online simulation using SPENT simulator tool | Improved post-survey scores (p < 0.001) | |
Devraj et al. [11] | Pharmacy Management Course | Software App utilizing timed quizzes and multiple levels | Engaging app, but knowledge scores did not improve | Beneficial but no improvement in knowledge scores |
Berger et al. [15] | Cough Therapy | Software that created 3D simulation of community pharmacy | No difference in clinical knowledge scores, however students felt more confident | |
Bindoff et al. [14] | Community Pharmacy | Software game that created 3D simulation of community pharmacy | Students found the game enjoyable, but knowledge scores did not improve significantly | |
Ee et al. [26] | Herbal Medicine | Mobile game utilizing simulations. Players manage a city specializing in herbal products. | No significant association between time spent playing the game and quiz scores (p = 0.236). Students felt they gained knowledge. | |
Dicks et al. [37] | Nonprescription Pharmacy | Name that drug, Scavenger Hunts, Nonprescription Jeopardy | Examination scores did not improve in the GBL cohort of students. Improvements in course evaluations. | |
Dell et al. [10] | Pharmacotherapy Review | Kahoot! to review key concepts | Student scores on the review game correlated with course grades. Students submitted questions used in the game. | Focused measurement on confidence/engagement/enjoyment/collaboration, leadership, communication |
Abraham et al. [17] | Opioid Safety | Developed software allows players to participate with a character in multiple levels | Themes identified were avoidance of medication misuse and engaging game design | |
Duffull et al. [28] | Therapeutic Decision Making | Patient simulation using software platform | Thematic analysis identified improvements of feeling in control and ability to make decisions | |
Sando et al. [29] | Medication Histories and Reconciliation | Mystery case tool that randomly assigned patient characteristics for students to evaluate | Students felt the activity was valuable and applicable. | |
Gorman [35] | Drug Information | Amazing Race challenges focused on using drug databases | Improved collaboration between instructors. More engaging for students | |
Cusick [36] | Immunology Review | Jeopardy style game using clickers | Students found the game engaging | |
Kayyali et al. [31] | Drug Information | Web-based software with quiz format and multiple player types to retrieve info from a national formulary | Most students would play the game again as a revision tool or because it was fun | |
Wolf et al. [30] | Business of Healthcare | Fantasy League focused on investment | Increased confidence in topics surveyed | |
Lam et al. [16] | Healthcare Communication | Software simulation including player avatars | Students found the software a worthwhile learning experience | |
Cain [24] | Pharmacy Management | Escape Room | Escape room more engaging than traditional classroom experience | |
Fajiculay et al. [33] | Drug Information and Literature Evaluation | Digital badges given to students for optional work | Increased confidence after obtaining a digital badge | |
Barber et al. [18] | Immunology | Software simulation using different player roles | Choice impacted enjoyment in the student experience | |
Fens et al. [13] | Community Pharmacy Patient Counseling and Prescription Processing | Software that simulates community pharmacy | Students value the game but want more direct feedback. |
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Oestreich, J.H.; Guy, J.W. Game-Based Learning in Pharmacy Education. Pharmacy 2022, 10, 11. https://doi.org/10.3390/pharmacy10010011
Oestreich JH, Guy JW. Game-Based Learning in Pharmacy Education. Pharmacy. 2022; 10(1):11. https://doi.org/10.3390/pharmacy10010011
Chicago/Turabian StyleOestreich, Julie H., and Jason W. Guy. 2022. "Game-Based Learning in Pharmacy Education" Pharmacy 10, no. 1: 11. https://doi.org/10.3390/pharmacy10010011