Games to support teaching clinical reasoning in health professions education: a scoping review

CONCLUSION: All serious games reviewed show potential for improving clinical reasoning skills, but thoughtful alignment with learning objectives and contextual factors is vital. While this study aids health professions educators in understanding how games may support teaching of clinical reasoning, further research is needed to optimize their effective use in education. Notably, most games lack explicit incorporation of all clinical reasoning cycle steps, especially reflection, limiting its role in reflective practice. Hence, we recommend prioritizing a systematic clinical reasoning model with explicit reflective steps when using serious games for teaching clinical reasoning.PMID:38394053 | DOI:10.1080/10872981.2024.2316971

Source: Medical Education Online - February 23, 2024 Category: Universities & Medical Training Authors: Gilbert Koelewijn Marije P Hennus Helianthe S M Kort Joost Frenkel Thijs van Houwelingen Source Type: research