Are educational games more effective than traditional teaching for promoting learning in medical and dental undergraduates?

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.