Medical student attitudes toward video games and related new media technologies in medical education

1Medical Cyberworlds, Inc., 3895 Swoboda Road, Verona 53590, USA.
BMC Medical Education (Impact Factor: 1.22). 06/2010; 10(1):50. DOI: 10.1186/1472-6920-10-50
Source: PubMed


Studies in K-12 and college students show that their learning preferences have been strongly shaped by new media technologies like video games, virtual reality environments, the Internet, and social networks. However, there is no known research on medical students' game experiences or attitudes towards new media technologies in medical education. This investigation seeks to elucidate medical student experiences and attitudes, to see whether they warrant the development of new media teaching methods in medicine.
Medical students from two American universities participated. An anonymous, 30-item, cross-sectional survey addressed demographics, game play experience and attitudes on using new media technologies in medical education. Statistical analysis identified: 1) demographic characteristics; 2) differences between the two universities; 3) how video game play differs across gender, age, degree program and familiarity with computers; and 4) characteristics of students who play most frequently.
217 medical students participated. About half were female (53%). Respondents liked the idea of using technology to enhance healthcare education (98%), felt that education should make better use of new media technologies (96%), and believed that video games can have educational value (80%). A majority (77%) would use a multiplayer online healthcare simulation on their own time, provided that it helped them to accomplish an important goal. Men and women agreed that they were most inclined to use multiplayer simulations if they were fun (97%), and if they helped to develop skill in patient interactions (90%). However, there was significant gender dissonance over types of favorite games, the educational value of video games, and the desire to participate in games that realistically replicated the experience of clinical practice.
Overall, medical student respondents, including many who do not play video games, held highly favorable views about the use of video games and related new media technology in medical education. Significant gender differences in game play experience and attitudes may represent male video game design bias that stresses male cognitive aptitudes; medical educators hoping to create serious games that will appeal to both men and women must avoid this.

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Available from: Michael D Fetters, Oct 02, 2015
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    ABSTRACT: Our contribution discusses the possibilities and limits of using video games for apprehending and reflecting on the moral actions of their players. We briefly present the results of an extended study that introduces the conceptual idea of a Serious Moral Game (SMG). Then, we outline its possible application in the domain of bioethics for training medical professionals such that they can deal better with moral problems in medical practice. We briefly sketch major components of a SMG Bioethics. The contribution should demonstrate how such an instrument may improve psychological competences that are needed for dealing with various ethical questions within healthcare. The contribution is an intermediate step of a project that aims at actually creating a SMG for training in moral competences that are needed for putting bioethics in practice.
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    • "In their paper, Kron et al. interviewed 217 medical students to investigate the efficaciousness of educational video games [16]. They concluded, ―…medical student respondents, including many who do not play video games, held highly favorable views about the use of video games and related new media technology in medical education.‖ "
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    • "Teaching demanding tasks using simulation delivers better results than traditional methods (Sroka et al, 2010), and the pattern of errors in simulated tasks is similar to that seen in actual practice (Chopra et al, 1994). The use of such training methods is looked on highly favourably by students and junior doctors (Kron et al, 2010). Educational games have proven efficacious for patients (Kato et al, 2008), nursing staff (Aebersold et al, 2012), and clinicians (Kanthan&Senger, 2011) in a variety of scenarios. "
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