ArticleBritish dental journal2019
Games in dental education: playing to learn or learning to play?
Article in British dental journal, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
5 citing papers in PubMed.
- A comparative analysis of game-based learning and conventional learning in dental education.Journal of dental education · 2025Trial
- Scoping Literature Review of Digital Empathy Games in Healthcare Education and Training.European journal of dental education : official journal of the Association for Dental Education in Europe · 2026Article
- Creation and evaluation of an educational escape room in paediatric dentistry.BMC medical education · 2025Article
- Effectiveness of a Game-Based Mobile App for Educating Intensive Critical Care Specialist Nurses in Extracorporeal Membrane Oxygenation Pipeline Preflushing: Quasi-Experimental Trial.JMIR serious games · 2023Article
- Interactive Crossword Puzzles as an Adjunct Tool in Teaching Undergraduate Dental Students.International journal of dentistry · 2022Article
Corrections and comments
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Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Learners are motivated when using games and they have been successfully introduced in many healthcare subjects such as medicine and nursing. The development of games in dentistry has not kept pace with their uptake both as a popular pastime and their implementation in other subjects. Games in the learning space have many advantages. Several scenarios can be gamified in pre-clinical and clinical practice creating an enjoyable learning experience for both undergraduate and postgraduate students. The aim of this article is to enthuse educators on the potential of games and offer practical suggestions on how to implement them in their teaching.
Indexed as
Identifiers
31562440What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.