PDF(Pubmed)
Abstract：
UNASSIGNED: Given the complexity of teaching clinical reasoning to (future) healthcare professionals, the utilization of serious games has become popular for supporting clinical reasoning education. This scoping review outlines games designed to support teaching clinical reasoning in health professions education, with a specific emphasis on their alignment with the 8-step clinical reasoning cycle and the reflective practice framework, fundamental for effective learning.
UNASSIGNED: A scoping review using systematic searches across seven databases (PubMed, CINAHL, ERIC, PsycINFO, Scopus, Web of Science, and Embase) was conducted. Game characteristics, technical requirements, and incorporation of clinical reasoning cycle steps were analyzed. Additional game information was obtained from the authors.
UNASSIGNED: Nineteen unique games emerged, primarily simulation and escape room genres. Most games incorporated the following clinical reasoning steps: patient consideration (step 1), cue collection (step 2), intervention (step 6), and outcome evaluation (step 7). Processing information (step 3) and understanding the patient\'s problem (step 4) were less prevalent, while goal setting (step 5) and reflection (step 8) were least integrated.
UNASSIGNED: All serious games reviewed show potential for improving clinical reasoning skills, but thoughtful alignment with learning objectives and contextual factors is vital. While this study aids health professions educators in understanding how games may support teaching of clinical reasoning, further research is needed to optimize their effective use in education. Notably, most games lack explicit incorporation of all clinical reasoning cycle steps, especially reflection, limiting its role in reflective practice. Hence, we recommend prioritizing a systematic clinical reasoning model with explicit reflective steps when using serious games for teaching clinical reasoning.
UNASSIGNED: A scoping review using systematic searches across seven databases (PubMed, CINAHL, ERIC, PsycINFO, Scopus, Web of Science, and Embase) was conducted. Game characteristics, technical requirements, and incorporation of clinical reasoning cycle steps were analyzed. Additional game information was obtained from the authors.
UNASSIGNED: Nineteen unique games emerged, primarily simulation and escape room genres. Most games incorporated the following clinical reasoning steps: patient consideration (step 1), cue collection (step 2), intervention (step 6), and outcome evaluation (step 7). Processing information (step 3) and understanding the patient\'s problem (step 4) were less prevalent, while goal setting (step 5) and reflection (step 8) were least integrated.
UNASSIGNED: All serious games reviewed show potential for improving clinical reasoning skills, but thoughtful alignment with learning objectives and contextual factors is vital. While this study aids health professions educators in understanding how games may support teaching of clinical reasoning, further research is needed to optimize their effective use in education. Notably, most games lack explicit incorporation of all clinical reasoning cycle steps, especially reflection, limiting its role in reflective practice. Hence, we recommend prioritizing a systematic clinical reasoning model with explicit reflective steps when using serious games for teaching clinical reasoning.
摘要：
■鉴于向（未来）医疗保健专业人员教授临床推理的复杂性，使用严肃的游戏已经成为支持临床推理教育的流行。本范围审查概述了旨在支持在卫生专业教育中教授临床推理的游戏，特别强调它们与8步临床推理周期和反思性实践框架的一致性，有效学习的基础。
■使用跨七个数据库（PubMed，CINAHL,ERIC,PsycINFO,Scopus,WebofScience,和Embase)进行了。游戏特点,技术要求,并分析了临床推理周期步骤的合并。从作者那里获得了其他游戏信息。
■出现了19种独特的游戏，主要是模拟和逃生室类型。大多数游戏都包含以下临床推理步骤：患者考虑（步骤1），线索收集(步骤2)，干预(步骤6)，和结果评估(步骤7)。处理信息（第3步）和了解患者的问题（第4步）不太普遍，而目标设定(步骤5)和反思(步骤8)的整合程度最低。
■所审查的所有严肃游戏都显示出提高临床推理技能的潜力，但是与学习目标和环境因素的深思熟虑的协调是至关重要的。虽然这项研究有助于健康专业教育工作者了解游戏如何支持临床推理教学，需要进一步的研究来优化它们在教育中的有效使用。值得注意的是,大多数游戏缺乏所有临床推理周期步骤的明确合并，尤其是反思，限制了它在反思性实践中的作用。因此，我们建议在使用严肃的游戏进行临床推理教学时，优先考虑系统的临床推理模型，并带有明确的反思步骤。
■使用跨七个数据库（PubMed，CINAHL,ERIC,PsycINFO,Scopus,WebofScience,和Embase)进行了。游戏特点,技术要求,并分析了临床推理周期步骤的合并。从作者那里获得了其他游戏信息。
■出现了19种独特的游戏，主要是模拟和逃生室类型。大多数游戏都包含以下临床推理步骤：患者考虑（步骤1），线索收集(步骤2)，干预(步骤6)，和结果评估(步骤7)。处理信息（第3步）和了解患者的问题（第4步）不太普遍，而目标设定(步骤5)和反思(步骤8)的整合程度最低。
■所审查的所有严肃游戏都显示出提高临床推理技能的潜力，但是与学习目标和环境因素的深思熟虑的协调是至关重要的。虽然这项研究有助于健康专业教育工作者了解游戏如何支持临床推理教学，需要进一步的研究来优化它们在教育中的有效使用。值得注意的是,大多数游戏缺乏所有临床推理周期步骤的明确合并，尤其是反思，限制了它在反思性实践中的作用。因此，我们建议在使用严肃的游戏进行临床推理教学时，优先考虑系统的临床推理模型，并带有明确的反思步骤。
