Gamification of male urinary catheterisation : a multi-disciplinary experience in evidence-based conceptualisation of an educational game

• Main Author: Punjabi, Lavisha S.
• Other Authors: Tan Kok Heng Adrian
• Format: Final Year Project
• Language: English
• Published: 2017
• Subjects: DRNTU::Science::Medicine
• Online Access: http://hdl.handle.net/10356/72633
• Institution: Nanyang Technological University

Objective: To conceptualise an educational game on male urinary catheterisation for undergraduate medical students. Background: There is a plethora of desirable outcomes of educational games, including motivation-driven learning, increased retention and stronger professional identity. However, reviews on games in medical education have been inconclusive and call for further research. The emerging question at present is how games can be optimised and contextualised to medical education. Simulation games, which are games modelled closely to the target context, have been suggested to support translation of learning from game to reality. Careful topic selection has also been identified as important in optimising the effect of gamification. Method: This is a multi-disciplinary project involving practising doctors and nurses involved in medical education, a medical student and an eclectic team of professional and student game developers. A literature review was conducted to summarise evidence-based principles of gamification in medical education. Guiding principles were defined to guide the translation of the procedure checklist into a series of task-based steps within the game. Results: A training-cum-management simulation game that could complement physical simulation modalities such as manikins, is conceptualised. The game will be played on tablet devices, allowing simulation to continue beyond the time, space and cost of a simulation suite. Learning outcomes are distributed across multiple levels in the game. The scoring algorithm takes into account accuracy and speed, which are two important factors in the performance of clinical skills. Real-time, constructive feedback is also included. Discussion and conclusion: The fundamental challenge faced in this project was harmonizing the educational content with the gamification elements (balancing the seriousness and fun). Multi-disciplinary input was essential in overcoming this challenge. As this is preliminary work, pilot studies of the prototype and validation of the full game is projected. There is potential utility in nursing and post-graduate medical education.