ReviewJournal of education and health promotion2024
Making a serious game (gamification) for generation Z medical students to learn, teach, and assess medical Physiology.
Review in Journal of education and health promotion, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 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
8 citing papers in PubMed.
- The effectiveness of gamification on learning topics related to infertility and abortion among health professions students.BMC medical education · 2025Trial
- A quasi-experimental crossover study on student engagement and performance in a gamified team-based learning module in physiology.Medical education online · 2026Article
- Catalysts of Change: Using AI To Lower the Activation Energy for Developing Gamified Learning Experiences in Health Profession Education.Medical science educator · 2026Article
- Global scientific production on gamification in medical education: A bibliometric exploration.Journal of education and health promotion · 2026Article
- Revolutionizing medical physiology education: a narrative review of the transition from traditional classrooms to artificial intelligence.Frontiers in medicine · 2026Review
- Examining the impact of alerting visual stimuli on the effectiveness of practising surgical scrub technique in medical education.BMC medical education · 2025Article
- Feasibility of the online educational tool about the ActiveHip + mHealth intervention in occupational therapy students.BMC medical education · 2025Article
- Serious Game for Long Term Oxygen Therapy Education: Initial Results in Undergraduate Medical Students.Open respiratory archivesArticle
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The concept of serious games and gamification in medical education is gaining attention due to its nature of curiosity and to engage the student's attention by simultaneous cultivation of their higher-level thinking without the experience of boredom. Significant differences were reported among the present medical students, generations Y and Z compared to earlier generations. The advancements in serious games for medical education fit well with millennial medical students' learning styles. Till date, there are no scientific research studies available in literature majorly using solo playing gaming experience for medical Physiology teaching, learning, and assessment in medical schools. In this unsystematic (narrative) review, the development and process in gamification for medical Physiology teaching and assessment has been analyzed. Inclusion criteria: list of articles from PubMed, Medline, and Cochrane by means of manual search with the key words include; gamification on Physiology teaching, learning; serious games created/developed for medical Physiology. Exclusion criteria include the articles not involving medical Physiology teaching, gaming app application, card board games, and quiz games. This review explores the difficulties and practical challenges encountered by a medical educator/doctor professional toward the development of solo playing gamified platform. Also further necessitates the user-friendly interface or apps that involve drop and drag options for serious solo playing games development for medical education. Additionally, insists the addition of gamification elements and artificial intelligence tools application as one of the components of curriculum as electives in medical schools for undergraduate and post graduate level. These will pave the way for medical educators to familiarize the gamification designing tools for various serious solo playing games for medical subjects' teaching, learning, and assessment.
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What 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.