scholarly journals Interprofessional Informatics Education: A Digital Health Game

2021 ◽  
Author(s):  
Leanne M Currie ◽  
Victoria Wood ◽  
Joseph Anthony ◽  
John Cheng
Keyword(s):  
Serious Games ◽  
Digital Health ◽  
Healthcare Setting ◽  
Health Sciences ◽  
Learning Technologies ◽  
Serious Game ◽  
Approach To Learning ◽  
Health Sciences Students

The purpose of this project was to develop and implement an interprofessional informatics curriculum. We developed a digital health serious game at the centre of this curriculum where the focus was a team-based approach to learning technologies used in the healthcare setting. The overall satisfaction scores were moderately high after the game. Serious games can be engaging for health sciences students.

scholarly journals MANTRA: Improving Knowledge of Maternal Health, Neonatal Health, and Geohazards in Women in Rural Nepal Using a Mobile Serious Game

2020 ◽  
Vol 8 ◽  
Author(s):  
Sonja Mueller ◽  
Delphine Soriano ◽  
Andrei Boscor ◽  
Naomi M. Saville ◽  
Abriti Arjyal ◽  
...  
Keyword(s):  
Maternal Health ◽  
Serious Games ◽  
Digital Health ◽  
Learning Objectives ◽  
Serious Game ◽  
Learning Objective ◽  
Neonatal Health ◽  
Knowledge Gain ◽  
Low Literacy ◽  
Rural Nepal

Serious games, conveying educational knowledge rather than merely entertainment, are a rapidly expanding research domain for cutting-edge educational technology. Digital interventions like serious games are great opportunities to overcome challenges in low-and-middle-income countries that limit access to health information, such as social barriers like low-literacy and gender. MANTRA: Increasing maternal and child health resilience before, during and after disasters using mobile technology in Nepal takes on these challenges with a novel digital health intervention; a serious mobile game aimed at vulnerable low-literacy female audiences in rural Nepal. The serious game teaches 28 learning objectives of danger signs in geohazards, maternal, and neonatal health to improve knowledge and self-assessment of common conditions and risks to inform healthcare-seeking behavior. Evaluations consisted of recruiting 35 end users to participate in a pre-test assessment, playing the game, post-test assessment, and focus groups to elicit qualitative feedback. Assessments analyzed knowledge gain in two ways; by learning objective with McNemar tests for each learning objective, and by participant scores with paired t-tests of overall scores and by module. Results of assessments of knowledge gain by learning objective (McNemar tests) indicate participants had sufficient prior knowledge to correctly interpret and respond to 26% of pictograms (coded AA), which is a desirable result although without the possibility of improvement through the intervention. The geohazard module had greatest impact as 16% of responses showed knowledge gain (coded BA). The two most successful learning objectives showing statistically significant positive change were evidence of rockfalls and small cracks in the ground (p = < 0.05). Assessment of knowledge gain by participant scores (paired t-tests) showed the 35 participants averaged a 7.7 point improvement (p < 0.001) in the assessment (28 learning objectives). Average change in knowledge of subdivided module scores (each module normalized to 100 points for comparison) was greatest in the geohazard module (9.5 points, p < 0.001), then maternal health (7.4 points, p = 0.0067), and neonatal health (6.0 points, p = 0.013). This evaluation demonstrated that carefully designed digital health interventions with pictograms co-authored by experts and users can teach complex health and geohazard situations. Significant knowledge gain was demonstrated for several learning objectives while those with non-significant or negative change will be re-designed to effectively convey information.

Expansão Tecnológica de um Serious Game Voltado ao Ensino de Geometria Plana Baseado no Geoplano

2018 ◽  
Vol 2 (1) ◽  
pp. 6
Author(s):  
Ingrid Luana Almeida Da Silva ◽  
Deynne A Silva ◽  
Ronei M. Moraes ◽  
Liliane S. Machado
Keyword(s):  
Serious Games ◽  
Naive Bayes ◽  
Naïve Bayes ◽  
Serious Game

Serious Games são uma categoria especial de jogos que possuem um propósito que vai além da diversão, e por isso podem ser utilizados para promover propaganda, conscientização, ensino e treinamento. O GeoplanoPEC e o GeoplanoMob são serious games educacionais, baseados nas atividades realizadas em um tabuleiro chamado Geoplano, desenvolvidos pelo Laboratório de Tecnologias para o Ensino Virtual e Estatística (LabTEVE) da UFPB. Esses serious games buscam apoiar o aprendizado de geometria plana e o GeoplanoPEC foi desenvolvido considerando as configurações dos computadores das escolas públicas da Paraíba, enquanto que o GeoplanoMob foi desenvolvido considerando os telefones celulares com capacidade de executar aplicativos gráficos. Na época em que os serious games foram implementados, essas plataformas não possuíam muita capacidade computacional e, devido a essa limitação, os jogos tiveram que direcionar sua jogabilidade para o trabalho com perímetros de quadrados. No GeoplanoPEC, a disputa acontece através do desenho de quadrados com perímetro obtido através da multiplicação da face de dois dados e pode ocorrer entre dois jogadores ou entre um jogador e o computador, no qual as jogadas do computador são realizadas por uma inteligência baseada em redes Bayesianas do tipo Naive Bayes. O GeoplanoMob foi desenvolvido para uma plataforma ainda mais limitada quando comparada aos computadores pessoais. Dessa forma não foi possível implantar o sistema inteligente naquela versão do jogo, ocasionando numa alteração no desafio que passou a consistir na realização individual de desenhos a partir de instruções fornecidas por um personagem do jogo. O avanço tecnológico das plataformas móveis e a proliferação destas no ambiente escolar tornou possível a elaboração de uma nova versão dos jogos para a plataforma Android, que expande as funcionalidades das versões anteriores. Com o objetivo de ampliar o escopo de sua utilização nas escolas, a nova versão explora o perímetro e a área de formas geométricas como quadrados, losangos, retângulos, paralelogramos, trapézios e triângulos.

scholarly journals Stress Perceived by University Health Sciences Students, 1 Year after COVID-19 Pandemic

2021 ◽  
Vol 18 (10) ◽  
pp. 5233
Author(s):  
Yolanda Marcén-Román ◽  
Angel Gasch-Gallen ◽  
Irene Isabel Vela Martín de la Mota ◽  
Estela Calatayud ◽  
Isabel Gómez-Soria ◽  
...  
Keyword(s):  
Nursing Students ◽  
University Students ◽  
Perceived Stress ◽  
Psychological Health ◽  
Health Sciences ◽  
Online Questionnaire ◽  
Cross Sectional ◽  
Occupational Therapy Students ◽  
Health Sciences Students ◽  
The Impact

Today’s COVID-19 situation can affect university Health Sciences students’ psychological health. This study aimed to analyze the stress caused by the impact of the COVID-19 pandemic on Health Sciences students from the University of Zaragoza (Spain) almost 1 year after the pandemic began. This cross-sectional descriptive study was conducted with a sample of 252 university students who completed a self-administered online questionnaire. It evaluated the impact of perceived stress with a modified scale (PSS-10-C), and assessed anxiety and depression on the Goldberg scale. Students presented stress (13.1%), anxiety (71.4%) and depression (81%). Females (81.7%) and the third-year Occupational Therapy students (p = 0.010) reported perceived stress. Nursing students perceived less stress (OR: 0.148; 95% CI: 0.026 to 0.842). University students developed stress and anxiety due to COVID-19 almost 1 year after the pandemic began. Psychological support measures for these groups should be prioritized.

scholarly journals Health Sciences Students’ Perceptions of the Role of the Supervisor in Clinical Placements

2021 ◽  
Vol 18 (9) ◽  
pp. 4427
Author(s):  
Álvaro Borrallo-Riego ◽  
Eleonora Magni ◽  
Juan Antonio Jiménez-Álvarez ◽  
Vicente Fernández-Rodríguez ◽  
María Dolores Guerra-Martín
Keyword(s):  
Professional Training ◽  
Learning Experience ◽  
Health Sciences ◽  
Data Matrix ◽  
Quantitative Methodology ◽  
Clinical Placements ◽  
Validated Questionnaire ◽  
Significant Difference ◽  
Health Sciences Students

The supervision of clinical placements is essential to achieving a positive learning experience in the clinical setting and which supports the professional training of those being supervised. The aim of this study was to explore health sciences students’ perceptions of the role of the supervisor in the supervision of clinical placements. A quantitative methodology was used, administering a previously validated questionnaire, by means of an expert panel and a pre-test, to 134 students from the Faculty of Nursing, Physiotherapy and Podiatry at the University of Seville (Spain). The analysis of variables was carried out by means of a data matrix. The results revealed a statistically significant difference in the perception of placement supervision depending on the degree, with Nursing producing the highest degree of affirmation in the variables studied and the greatest satisfaction with placement supervision; in contrast, Physiotherapy produced the greatest dissatisfaction and the lowest degree of affirmation. The study and analysis of these perceptions facilitates the collection of relevant information in order to formulate actions that help to improve the supervision experience during placements. They also allow a greater understanding of what factors most influence the experience of supervision during clinical placements.

Serious Games as a Complementary Tool for Social Skill Development in Young People: A Systematic Review of the Literature

2021 ◽  
pp. 104687812110312
Author(s):  
Lucy R. Zheng ◽  
Catherine M. Oberle ◽  
W. A. Hawkes-Robinson ◽  
Stéphane Daniau
Keyword(s):  
United States ◽  
Systematic Review ◽  
Social Skills ◽  
Young People ◽  
Social Skill ◽  
Serious Games ◽  
Skill Development ◽  
The United States ◽  
Serious Game ◽  
Social Skill Development

Background The use of games for social skill development in the classroom is accelerating at a tremendous rate. At the same time, the research surrounding games designed for teaching social skills remains fragmented. This systematic review summarizes the current existing literature on social skill serious games for young people ages 5 to 19 and is the first review of serious games to note the demographic and geographic component of these studies. Method This review included papers that: evaluated a game designed to teach social skills; included measurable, quantitative outcomes; have a translation or be published in English; were peer-reviewed; date from January 2010 to May 2020; and have a nonclinical study population between ages of 5 to 19. Keywords were obtained from the CASEL 5 framework. Results Our findings are mixed but suggest that serious games may improve social skills when used alongside in-person discussion. We also found potential effects of the length of time of gameplay, intervention, and follow-up on social skill serious game effectiveness. Although this review found promising research conducted in East Asian countries and with minority samples in the United States, the majority of social skill serious game research takes place in the United States and Australia, with unreported demographic information and white-majority samples. Conclusions Due to the limited number of published studies in this area and studies lacking methodological rigor, the effectiveness of using games to teach social skills and the impact of background on social skill learning require further discussion.

scholarly journals Sexual behaviour and knowledge about HIV/AIDS and sexually transmitted infections among health sciences students from Chile

2007 ◽  
Vol 83 (7) ◽  
pp. 592-593
Author(s):  
L Guerrero-Lillo ◽  
J Medrano-Diaz ◽  
F Perez ◽  
C Perez ◽  
A Bizjak-Gomez ◽  
...  
Keyword(s):  
Sexually Transmitted Infections ◽  
Sexual Behaviour ◽  
Health Sciences ◽  
Sexually Transmitted ◽  
Health Sciences Students ◽  
Hiv Aids
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