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Abstract

Introduction: The purpose of this study was to assess Doctor of Physical Therapy student learning and motivation through participation in a novel, gamified case study simulation while describing the application of International Nursing Association of Clinical Simulation and Learning (INACSL) Healthcare Simulation Standards of Best PracticeTM and application of game elements. Gamification is an emerging interest in health care education but has been minimally explored within physical therapy education in the United States. Additionally, published studies often fail to detail INACSL standards of simulation best practice or game elements in simulation design.

Methods: Sixty-five DPT students participated in a gamified case simulation focusing on the treatment of an individual with spinal cord injury. Following the activity, students were invited to participate in an online survey exploring their perceptions of the experience; 29 did so.

Results: The majority (82.76%) of survey participants indicated the gamified case simulation was motivating, reinforced pertinent knowledge and skills (75.86%), and challenged them across multiple domains of clinical practice. Analysis of open-ended questions revealed the gamified case was more engaging than traditional case simulations and provided a “low stakes” learning environment.

Discussion: The gamified case simulation was a motivating and enjoyable learning experience that challenged both critical thinking and psychomotor skills. Based on study results, authors support the implementation of similar learning activities incorporating health care simulation standards of best practice and recommendations in gaming and simulation literature.

Key Words: Gamification, Simulation Based Education, Health Professions Education, Doctor of Physical Therapy

 

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