Game-based learning to enhance clinical reasoning skills in health professions education
G. Koelewijn, M.P. Hennus, H.S.M. Kort, J. Frenkel, T. van Houwelingen
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AbstractIn the Netherlands' healthcare environment, shaped by an aging population, health professionals frequently face complex clinical reasoning (CR) scenarios. Influences such as multimorbidity, technological advancements, and time constraints significantly impact their daily practice (Audétat et al., 2019; Scott, 2009). This emphasizes the need for adequate CR instruction in health professions education to prepare them for these challenges and reduce potential patient safety risks. Moreover, the increasing shortage of nurses, potentially leading to inadequate guidance for future nurses, highlights the urgency for innovative solutions to enhance exposure to CR scenarios. Game-based learning (GBL) emerges as a promising approach to support CR instruction in an immersive and safe environment (Koivisto et al., 2017). However, clarity regarding available games and the associated educational strategies for teaching CR remains lacking. Recognizing the pivotal role of reflection in education for effective learning, a similar role is expected in GBL. This study aims to explore available games to support the teaching of CR among future healthcare professionals and to understand how to incorporate reflection within or around these gaming experiences.Keywords: clinical reasoning, serious games, reflective practice, health professions education, problem-solving
G. Koelewijn, M.P. Hennus, H.S.M. Kort, J. Frenkel, T. van Houwelingen (2024). Game-based learning to enhance clinical reasoning skills in health professions education. Gerontechnology, 23(2), 1-1
https://doi.org/10.4017/gt.2024.23.s.964.opp