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Game-Based Learning in Pharmacy Education
Game-based learning (GBL) involves adding game elements to non-game activities to encourage engagement. Pharmacy curricula are required to incorporate active learning to meet accreditation standards. The literature supports that well-designed GBL holds the attention of students and improves knowledg...
Autores principales: | , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
MDPI
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8788493/ https://www.ncbi.nlm.nih.gov/pubmed/35076609 http://dx.doi.org/10.3390/pharmacy10010011 |
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author | Oestreich, Julie H. Guy, Jason W. |
author_facet | Oestreich, Julie H. Guy, Jason W. |
author_sort | Oestreich, Julie H. |
collection | PubMed |
description | Game-based learning (GBL) involves adding game elements to non-game activities to encourage engagement. Pharmacy curricula are required to incorporate active learning to meet accreditation standards. The literature supports that well-designed GBL holds the attention of students and improves knowledge in some instances. Furthermore, these adaptable experiences can be leveraged for a variety of content areas in pharmacy education. Some activities utilized by educators require large amounts of technological expertise, while others involve minimal use of technology. The incorporation of technology can create highly immersive experiences for learners; however, there are barriers (e.g., financial and technology prowess) to implementation compared to simpler designs. One area of GBL that is not well defined in the literature is how to adequately assess student learning outcomes. Most current studies describe subjective attitudes and confidence or assess content knowledge through objective pre- and post-tests. In the future, more defined and connected methods for assessment—such as active demonstrations within the game—will be needed to better incorporate GBL into pharmacy curricula. Based on the collective evidence in the literature, some GBL activities may serve as useful tools to improve pharmacy student engagement and learning. |
format | Online Article Text |
id | pubmed-8788493 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | MDPI |
record_format | MEDLINE/PubMed |
spelling | pubmed-87884932022-01-26 Game-Based Learning in Pharmacy Education Oestreich, Julie H. Guy, Jason W. Pharmacy (Basel) Review Game-based learning (GBL) involves adding game elements to non-game activities to encourage engagement. Pharmacy curricula are required to incorporate active learning to meet accreditation standards. The literature supports that well-designed GBL holds the attention of students and improves knowledge in some instances. Furthermore, these adaptable experiences can be leveraged for a variety of content areas in pharmacy education. Some activities utilized by educators require large amounts of technological expertise, while others involve minimal use of technology. The incorporation of technology can create highly immersive experiences for learners; however, there are barriers (e.g., financial and technology prowess) to implementation compared to simpler designs. One area of GBL that is not well defined in the literature is how to adequately assess student learning outcomes. Most current studies describe subjective attitudes and confidence or assess content knowledge through objective pre- and post-tests. In the future, more defined and connected methods for assessment—such as active demonstrations within the game—will be needed to better incorporate GBL into pharmacy curricula. Based on the collective evidence in the literature, some GBL activities may serve as useful tools to improve pharmacy student engagement and learning. MDPI 2022-01-06 /pmc/articles/PMC8788493/ /pubmed/35076609 http://dx.doi.org/10.3390/pharmacy10010011 Text en © 2022 by the authors. https://creativecommons.org/licenses/by/4.0/Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/). |
spellingShingle | Review Oestreich, Julie H. Guy, Jason W. Game-Based Learning in Pharmacy Education |
title | Game-Based Learning in Pharmacy Education |
title_full | Game-Based Learning in Pharmacy Education |
title_fullStr | Game-Based Learning in Pharmacy Education |
title_full_unstemmed | Game-Based Learning in Pharmacy Education |
title_short | Game-Based Learning in Pharmacy Education |
title_sort | game-based learning in pharmacy education |
topic | Review |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8788493/ https://www.ncbi.nlm.nih.gov/pubmed/35076609 http://dx.doi.org/10.3390/pharmacy10010011 |
work_keys_str_mv | AT oestreichjulieh gamebasedlearninginpharmacyeducation AT guyjasonw gamebasedlearninginpharmacyeducation |