BUSINESS GAME AS A METHOD OF AN ACTIVE EDUCATION FOR THE 6 th YEAR STUDENTS IN THE «INTERNAL MEDICINE» DISCIPLINE STUDY (REVIEW OF THE LITERATURE AND OWN EXPERIENCE)

Yehudina Ye. D., Khaniukov O. O., Golovach I. Yu.,Kalashnykova O. S., Sapozhnychenko L. V.

MEDICAL EDUCATION

Scentific article

Background. The article describes the methods of the 6 th year student’s active teaching in the medical university on the subject “Internal diseases”. Traditional lecturing used in teaching has the lowest retention rate; the use of games as part of an instruction method may enhance retention and reinforce learning by creating a dynamic educational environment. Aim.This study aims to systematically review the literature on educational business games medical students of the senior courses to identify trends and investigate assessment tools used to measure its learning outcomes. To develop and assess using method of business game own variant of educational tool for the 6th year students in the internal medicine discipline. Methods.Seven databases were used in the search: ERIC, Education Research Complete, Medline, Medline Complete, Academic Search Complete, The Cochrane Library and PubMed in period of 2007-2018. Using key words: business games, students, active teaching method, professional training, medicine. Results and discussion.Business game is a complex interactive technology, which allows based on the analysis of the simulated situation, to develop alternative solutions and projects based on a variety of interaction and cooperation between teachers and students, in conditions of different role interests, intellectual and emotional tension, competition and expert evaluation. The developed business game with 7-10 participants allows students to be involved in an atmosphere as close as possible to real medical practice, to form clinical thinking and increase responsibility before making decisions in various clinical situations, which significantly distinguishes this method of training and knowledge control from traditional ones. Business games cultivate personal qualities, accelerate the process of socialization, imitating situations that are real in future professions, develops the ability to search and work with information, allows you to significantly enhance the student’s creative abilities, promotes the experience exchange, develops the ability to team building, models the conditions of the professional environment, realizing the activity –competence approach in training, allows activating the students’ cognitive activity, forming practical and professional skills of students. Therefore for the teacher this technology has practical sense because it helps them to carry out a purposeful choice of a corresponding training method or their combination for the decision of specific didactic problems. Conclusion. Gaming makes a positive impact on the teaching/learning process. However, existing assessment methodologies have been not fully captured the learning that may occur in these games. Robust research is needed to address the use of games that have been assessed objectively.

business games, internal medicine, student’s active learning method, professional training, the medicine

1. Stuart G, Triola M. Enhancing health professions education through technology: building a continuously learning health system. In: Proceedings of a conference recommendations [Internet]. 2015 April 9-12; Arlington, VA New York, NY: The Josiah Macy Jr. Foundation; 2015. p. 1-15. Available from: http://macyfoundation.org/docs/macy_pubs/JMF_ExecSummary_Final.pdf
2. Michaelsen L, Parmelee DX, McMahon KK, Levine RE. Team-Based Learning for Health Professions Education. Sterling, VA: Stylus Publishing; 2008. 541 p.
3. Freeman S, Eddy S, McDonough M, Smith MK, Okoroafor N, Jordt H, et al. Active learning increases student performance in science, engineering, and mathematics. Proc Natl Acad Sci USA. 2014;111:8410-5. DOI: 10.1073/pnas.1319030111
4. Chi M, Wylie R. The ICAP framework: linking cognitive engagement to active learning outcomes. Educ Psychol. 2014;49:2019-243. DOI: org/10.1080/00461520.2014.965823
5. White P, Larson I, Styles K, Yuriev E, Evans DR, Rangachari PK. Adopting an active learning approach to teaching in a research-intensive higher education context transformed staff teaching attitudes and behaviours. High Educ Res Dev. 2016;35:619-33. DOI: org/10.1080/07294360.2015.1107887
6. HowardM,PerskyAM. Helpful Tips for New Users of Active Learning. Am J Pharm Educ. 2015 May 25;79(4):46. DOI: 10.5688/ajpe79446
7. Oblinger D, Oblinger JL. Educating the Net generation, 2005 [Internet]. EDUCAUSE; 2005. Available from: https://www.educause.edu/educatingthenetgen/
8. McCoy L, Pettit RK, Kellar C, MorganC. Tracking Active Learning in the Medical School Curriculum: A Learning-Centered Approach J Med Educ Curric Dev. 2018;5:2382120518765135. DOI: 10.1177/2382120518765135
9. Graafland M, Schraagen J, Schijven M. Systematic review of serious games for medical education and surgical skills training. Br J Surg. 2012;99(10):1322-30. DOI: 10.1002/bjs.8819
10. Kapralos B, Fisher S, Clarkson J, Oostveen R. A course on serious game design and development using an online problem-based learning approach. Interactive Technol Smart Educ. 2015;12(2):116-36. Available from: https://doi.org/10.1108/ITSE-10-2014-0033
11. Mourad A, Jurjus A, Hussein IH. The what or the how: a review of teaching tools and methods in medical education. Med Sci Educ. 2016;26:723-8.
12. Graffam B. Active learning in medical education: strategies for beginning implementation. Med Teach. 2007;29:38-42.
13. Akl E, Pretorius R, Sackett K, Erdley WS, Bhoopathi PS, Alfarah Z, et al. The effect of educational games on medical students’ learning outcomes: a systematic review: BEME Guide No 14. J Med Teacher. 2010;32(1):16-27. DOI: 10.3109/01421590903473969
14. Wang R, DeMaria S, Goldberg A, Katz D. A systematic review of serious games in training: health care professionals. Simulation Health. 2016;11(1):41-51. DOI: 10.1097/SIH.0000000000000118
15. AhmedM, Sherwani Y, Al-JiburyO, NajimM,RabeeR, AshrafM. Gamification in medical education. Med Educ Online. 2015;20. Available from: https://doi.org/10.3402/meo.v20.29536. DOI: 10.3402/meo.v20.29536
16. Abdulmajed H, Park Y, Tekian A. Assessment of educational games for health professions: a systematic review of trends and outcomes. Med Teach. 2015;37(Supplement):27-32. DOI: 10.3109/0142159X.2015.1006609
17. Nevin C, Westfall A, Rodriguez J, Dempsey DM, Cherrington A, Roy B, et al. Gamification as a tool for enhancing graduate medical education. Postgrad Med J. 2014;90(1070):685-93.
18. Wu W, Hsiao H, Wu P, Lin C-H, Huang C-H. Investigating the learning-theory foundations of game-based learning: a meta-analysis. J Comput Assist Learn. 2012;28(3):265-79. Available from: https://doi.org/10.1111/j.1365-2729.2011.00437.x
19. Starks K. Cognitive behavioral game design: a unified model for designing serious games. Front Psychol. 2014;5(28):1-10. DOI: 10.3389/fpsyg.2014.00028
20. Gorbanev I, Agudelo-Londoño S, González RA, Cortes A, Pomares A, Delgadillo V, et al. A systematic review of serious games in medical education: quality of evidence and pedagogical strategy. Med Educ Online. 2018;23(1):1438718. DOI: 10.1080/10872981.2018.1438718

«Bulletin of problems biology and medicine» Issue 4 Part 2 (147), 2018 year, 217-222 pages, index UDK 616.1/.4:378.147:316.663.5-057.87

10.29254/2077-4214-2018-4-2-147-217-222