BMJ supportive & palliative care · 2026
Gamification, game-based learning and serious games in palliative care education: systematic review.
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Peek Innes, Harris Dylan, Rawlinson Fiona, Gallard Siân
Аннотация
BACKGROUND: Games and gamified learning are increasingly used in healthcare education, including palliative care. However, the emotional complexity of palliative care may seem at odds with the fun-focused nature of games. While game-based learning has been studied in patient education, no systematic review has explored its use in training palliative care students and professionals. This review investigates the use of gamification and game-based learning in palliative care education for multidisciplinary healthcare professionals.
METHOD: A systematic review was conducted across five databases. Studies were screened against inclusion criteria, and quality was assessed using the Medical Education Research Study Quality Instrument, Mixed Methods Appraisal Tool and a Critical Appraisal Skills Programme checklist. Reflexive thematic analysis was used to develop themes from the included studies.
FINDINGS: Of 255 studies identified, nine met the inclusion criteria. A range of games and learner populations were represented. Thematic analysis identified five themes: games are a variable tool; games can be adjuncts to regular teaching; games are effective; games can provide a safe environment; games can be for a range of people.
DISCUSSION: Gamified and game-based learning shows promise in palliative care education, particularly in creating safe learning environments. A framework is proposed to guide thoughtful, theory-driven game design.
METHOD: A systematic review was conducted across five databases. Studies were screened against inclusion criteria, and quality was assessed using the Medical Education Research Study Quality Instrument, Mixed Methods Appraisal Tool and a Critical Appraisal Skills Programme checklist. Reflexive thematic analysis was used to develop themes from the included studies.
FINDINGS: Of 255 studies identified, nine met the inclusion criteria. A range of games and learner populations were represented. Thematic analysis identified five themes: games are a variable tool; games can be adjuncts to regular teaching; games are effective; games can provide a safe environment; games can be for a range of people.
DISCUSSION: Gamified and game-based learning shows promise in palliative care education, particularly in creating safe learning environments. A framework is proposed to guide thoughtful, theory-driven game design.