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Use of educational games in the health professions: A mixed‐methods study of educators' perspectives in the UK
Author(s) -
Blakely Gillian,
Skirton Heather,
Cooper Simon,
Allum Peter,
Nelmes Pam
Publication year - 2010
Publication title -
nursing and health sciences
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.563
H-Index - 47
eISSN - 1442-2018
pISSN - 1441-0745
DOI - 10.1111/j.1442-2018.2009.00479.x
Subject(s) - competence (human resources) , psychology , medical education , health educators , multimethodology , mathematics education , pedagogy , health education , medicine , nursing , social psychology , public health
Educational games have been shown to be effective in supporting learning, especially to reinforce knowledge, and students are generally positive about the use of games. The aim of this mixed‐methods study that was conducted in the UK was to explore educators' views towards the use of educational games in the health sciences. The data were collected via semistructured interviews with 13 health educators and an online survey that was completed by 97 health educators. Three factors influence the use of classroom games: reflective practice, the impact of games on students, and the impact of logistical factors. Educators assess their own performance and the impact of the games on students when planning their use; however, large classes and the need for preparation time have a negative impact on educators' willingness to use games. Similar constraints might restrict the use of active learning strategies, such as simulation, that are crucial for enabling health professionals to develop competence. These issues require consideration when planning educational methods.