ArticleMedical science educator2020
Examining the Technological Pedagogical Content Characteristics of Games for Medical Education.
Article in Medical science educator, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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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.
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Who cites it
3 citing papers in PubMed.
- A generation at risk: the unseen consequences of Nepal's nursing shortage on undergraduate nursing students clinical education.BMC nursing · 2024Article
- Empirical Research on Technological Pedagogical Content Knowledge (TPACK) Framework in Health Professions Education: A Literature Review.Medical science educator · 2023Review
- Comparison of Gamification, Game-Based Learning, and Serious Games in Medical Education: A Scientometrics Analysis.Journal of advances in medical education & professionalism · 2023Article
Corrections and comments
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Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Virtual learning environments (VLEs) such as games can greatly enhance medical education curriculum. In this monograph, we argue for the importance of identifying existing VLEs and analyzing their characteristics in order for medical educators to establish alignment with their curricular goals. We introduce the co-opted technological pedagogical content knowledge framework as an analytical lens for examining the context-attuned design features of games [1]. We apply the lens to study three games designed to advance medical education; namely,
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Registered trials
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