Twelve tips for maximizing the effectiveness of game-based learning

被引：27
|
作者：
Pitt, Michael B. [1 ]
Borman-Shoap, Emily C. [1 ]
Eppich, Walter J. [2 ,3 ]
机构：
[1] Univ Minnesota, Mason Childrens Hosp, Minneapolis, MN 55454 USA
[2] Ann & Robert H Lurie Childrens Hosp Chicago, Chicago, IL USA
[3] Northwestern Univ, Feinberg Sch Med, Evanston, IL 60208 USA
来源：
MEDICAL TEACHER | 2015年 / 37卷 / 11期
关键词：
EDUCATIONAL GAMES; PHYSICIAN; WANTS;
D O I：
10.3109/0142159X.2015.1020289
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Game-based learning (GBL) in medical education is emerging as a valid alternative to traditional teaching methods. Well-designed GBL sessions use non-threatening competition to capitalize on heightened learner arousal, allowing for high-level engagement and dynamic group discussion. While many templates for specific educational games have been published, little has been written on strategies for educators to create their own or how to use them with maximal effectiveness. These 12 tips provide specific recommendations for the successful design and implementation of GBL sessions in medical education based on a review of the literature and insight from experienced designers.
引用
收藏
页码：1013 / 1017
页数：5
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