The ongoing pandemic caused by coronavirus disease 2019 (COVID-19) has enforced a shutdown of educative institutions of all levels, including high school and university students, and has forced educators and institutions to adapt teaching strategies in a hasty way. This work reviews the use of gamification-based teaching during the pandemic lockdown through a search in Scopus, PsycINFO, ERIC, and Semantic Scholar databases. A total of 11 papers from Chemistry, Business, Computer Science, Biology, and Medical areas have been identified and included in the present work. All of them analyzed the use of gamification strategies during the COVID-19 pandemic and assessed student's learning and motivation outcomes. In general, students reported that gamification was innovative, engaging, and an efficient strategy to deliver curricula material; moreover, it was perceived as a fun activity. Some students reported that gamified videoconferences aided to connect with their classmates during isolation time providing effective social support. However, some students reported a bad physical or psychological condition, as consequence of the confinement, and did not get involved in the activity. Some weaknesses of the reviewed studies are the small sample size and its homogeneity, which makes it difficult to generalize their results to other scenarios and academic areas. Furthermore, although there is a feeling of learning during the activity, this result is mainly based on subjective perceptions, and any of the studies demonstrated that superior learning was achieved in comparison with traditional teaching strategies. Nevertheless, gamification can be implemented together with traditional lectures and can be a valuable instrument during post-COVID times.
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http://dx.doi.org/10.3389/fpsyg.2021.648552 | DOI Listing |
J Eval Clin Pract
February 2025
Department of Anatomy, Medical College, Jinan University, Guangdong, China.
Objective: To examine the medical students' awareness of laparoscopic surgery as well as assess the perceived importance of laparoscopic simulation training, and its impact on students' confidence, career aspirations, proficiency, spatial skills, and physical tolerance.
Design: Descriptive and comparative study using pre- and post-training assessments.
Setting: Simulation training sessions centred on laparoscopic surgery techniques.
Pilot Feasibility Stud
January 2025
Department of Health Service & Population Research, David Goldberg Centre, King's College London, Denmark Hill, London, UK.
Background: Mental health disorders are one of the leading causes of illness globally. The importance of psychosocial skills acquired in early childhood, such as executive functions, inhibitory control, emotional regulation, and social problem-solving, in preventing mental disorders has been reported. Furthermore, mental health care delivery is evolving, and mobile technology is becoming the medium for assessment and intervention.
View Article and Find Full Text PDFJ Transl Med
January 2025
Department of Gastroenterology, Peking Union Medical College Hospital, Peking Union Medical College and Chinese Academy of Medical Sciences, Beijing, 100730, China.
Background: Mounting evidence suggests that Parkinson's disease (PD) and inflammatory bowel disease (IBD) are closely associated and becoming global health burdens. However, the causal relationships and common pathogeneses between them are uncertain. Furthermore, they are uncurable.
View Article and Find Full Text PDFBMC Med Educ
January 2025
Department of Clinical Pharmacy and Toxicology, Leiden University Medical Center, PO Box 9600, Leiden, 2300 RC, The Netherlands.
Background: Effective pharmacotherapy requires strong collaboration between physicians and pharmacists, highlighting the need for interprofessional education (IPE) in university curricula. This study evaluated the impact of an IPE program on medical and pharmacy students, focusing on their perceived development of interprofessional collaborative competencies, perceived learning outcomes, and clinical collaboration perceptions.
Methods: A mixed-method approach was employed to evaluate an IPE program that consisted of three mandatory activities with increased complexity and autonomy, that were integrated into the medical and pharmacy students' curricula.
Int Dent J
January 2025
Department of Basic Sciences, Faculty of Dental Sciences, University of Peradeniya, Peradeniya, 20400 Sri Lanka. Electronic address:
Objective: This study evaluated the effectiveness of an AI-based tool (ChatGPT-4) (AIT) vs a human tutor (HT) in providing feedback on dental students' assignments.
Methods: A total of 194 answers to two histology questions were assessed by both tutors using the same rubric. Students compared feedback from both tutors and evaluated its accuracy against a standard rubric.
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