Advances in medical education and practice · 2026
Gamification and Game-Based Learning in Interprofessional Health Professions Education: A Systematic Review and Narrative Synthesis.
СтатьяОбзорНазвание и аннотация: Перевод пока не подготовлен
Обработка статьи · этапы, ошибки и управление
Загрузка состояния…
Ошибки и ограничения
История · было → стало
Состояние обновляется каждые 5 секунд, пока блок открыт. Процент показывается только там, где известен объём работы. Пауза останавливает продолжение этапа; текущий запрос к источнику может завершиться.
Kalhori Zahra, Varnaseri Mohammad, Sabeghi Hakimeh, Javadzadeh Pouya, Gholami Ayoub
Аннотация
BACKGROUND: Interprofessional education (IPE) prepares healthcare professionals for collaborative practice. Gamification and game-based learning (GBL) are increasingly used in health professions education, and multiple studies have examined their design, targeted competencies, and educational outcomes in IPE. However, the existing literature has not been adequately summarized. This systematic review aimed to summarize the available literature on the design, implementation, targeted competencies, and educational outcomes of gamification and GBL interventions in IPE.
METHODS: A systematic review with narrative synthesis was conducted according to PRISMA 2020 guidelines. Five databases (PubMed/MEDLINE, Embase, Scopus, Web of Science, and ERIC) were searched up to December 8, 2025. Eligible studies included participants from at least two health professions, used explicit game-based or gamified features, and reported educational outcomes. Two reviewers independently screened studies, extracted data, and assessed methodological quality using the Mixed Methods Appraisal Tool (MMAT) 2018. Findings were synthesized narratively using IPEC competency domains and a modified Kirkpatrick evaluation framework.
RESULTS: Fifteen studies met the inclusion criteria and involved more than 15 health professions across diverse educational settings. Educational escape rooms were the most common intervention (7/15), followed by serious games (4/15). Teamwork and collaboration were the most frequently targeted competencies, followed by interprofessional communication and roles and responsibilities. Outcomes were concentrated at early Kirkpatrick levels: 13 studies reported learner reactions (Level 1), 13 assessed attitudes or perceptions (Level 2a), and 6 reported knowledge or skills outcomes (Level 2b). No study demonstrated organizational or patient-level outcomes, and evidence of sustained transfer to clinical practice was lacking.
CONCLUSION: Gamification and GBL show potential as complementary approaches to enhance engagement, teamwork, and communication in IPE. However, evidence of sustained behavioral change and clinical impact remains limited. Future research should employ more rigorous designs, standardized outcome measures, and evaluation of higher-level educational and healthcare outcomes, particularly in underrepresented settings.
METHODS: A systematic review with narrative synthesis was conducted according to PRISMA 2020 guidelines. Five databases (PubMed/MEDLINE, Embase, Scopus, Web of Science, and ERIC) were searched up to December 8, 2025. Eligible studies included participants from at least two health professions, used explicit game-based or gamified features, and reported educational outcomes. Two reviewers independently screened studies, extracted data, and assessed methodological quality using the Mixed Methods Appraisal Tool (MMAT) 2018. Findings were synthesized narratively using IPEC competency domains and a modified Kirkpatrick evaluation framework.
RESULTS: Fifteen studies met the inclusion criteria and involved more than 15 health professions across diverse educational settings. Educational escape rooms were the most common intervention (7/15), followed by serious games (4/15). Teamwork and collaboration were the most frequently targeted competencies, followed by interprofessional communication and roles and responsibilities. Outcomes were concentrated at early Kirkpatrick levels: 13 studies reported learner reactions (Level 1), 13 assessed attitudes or perceptions (Level 2a), and 6 reported knowledge or skills outcomes (Level 2b). No study demonstrated organizational or patient-level outcomes, and evidence of sustained transfer to clinical practice was lacking.
CONCLUSION: Gamification and GBL show potential as complementary approaches to enhance engagement, teamwork, and communication in IPE. However, evidence of sustained behavioral change and clinical impact remains limited. Future research should employ more rigorous designs, standardized outcome measures, and evaluation of higher-level educational and healthcare outcomes, particularly in underrepresented settings.