Publication: Are educational games more effective than traditional teaching for promoting learning in medical and dental undergraduates?
Accepted Date
2014-06-04
Issued Date
2014-09
Resource Type
Language
eng
ISSN
0125-5614 (printed)
Rights
Mahidol University
Rights Holder(s)
Faculty of Dentistry Mahidol University
Bibliographic Citation
Sipiyaruk K, Khan Ullah E. Are educational games more effective than traditional teaching for promoting learning in medical and dental undergraduates?. M Dent J. 2014; 34(3): 321-9.
Suggested Citation
Kawin Sipiyaruk, Khan, Ehsan Ullah Are educational games more effective than traditional teaching for promoting learning in medical and dental undergraduates?. Sipiyaruk K, Khan Ullah E. Are educational games more effective than traditional teaching for promoting learning in medical and dental undergraduates?. M Dent J. 2014; 34(3): 321-9.. Retrieved from: https://repository.li.mahidol.ac.th/handle/20.500.14594/1074
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Title
Are educational games more effective than traditional teaching for promoting learning in medical and dental undergraduates?
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Abstract
Objective: This evidence-based review aims to explore whether educational
games are effective in medical and dental undergraduates.
Materials and methods: This review conducted a narrative synthesis using
the ESRC method. Medline, Embase, and SCOPUS databases were searched
using inclusion and exclusion criteria during the period of 1st January 1980 -
28th February 2013. The quality of papers was assessed using the critical
appraisal tool by CASP and 2010 CONSORT guidelines. The strength of
evidences was assessed using EPPI and GRADE approaches.
Results: A total of 391 citations were founded from the search strategy.
However, after the processes of screening and eligibility assessment, two
randomised controlled trials were included for this review. The first study was
conducted in medical undergraduates while the second one was performed
in dental undergraduates. Both studies found no significant difference in
knowledge improvement after the immediate post-test. Retention of
knowledge was investigated only in the first study (medical undergraduates),
and it was found that the game group performed better. Only the second
study (dental undergraduates) also explored the practical skill and found that
there was no significant difference between two groups. Regarding the
satisfaction measurement, students had positive attitudes towards the use of
educational games in both studies.
Conclusion: Although education games are not significantly different from
traditional education in the knowledge improvement, there should be an
application of educational games in medical and dental education, as
educational games can motivate and engage students. However, further
studies are required to evaluate the effectiveness of the use of educational
games in medical and dental undergraduates.