Gamification and Game-Based Strategies for Dermatology Education: Narrative Review

• Published in: JMIR dermatology Vol. 4; no. 2; p. e30325
• Main Authors: Szeto, Mindy D, Strock, Daniel, Anderson, Jarett, Sivesind, Torunn E, Vorwald, Victoria M, Rietcheck, Hope R, Weintraub, Gil S, Dellavalle, Robert P
• Format: Journal Article
• Language: English
• Published: Toronto JMIR Publications 30-08-2021
• Subjects: Bladder cancer; Computer & video games; Curricula; Dermatology; Educational software; Emergency medical care; Games; Gamification; Health care; Kidney cancer; Knowledge; Mass casualty incidents; Medical education; Medical residencies; Medical students; Melanoma; Patients; Pediatrics; Review; Simulation; Skin cancer; Virtual reality
• ISSN: 2562-0959; 2562-0959
• DOI: 10.2196/30325

Background
Game-based approaches, or gamification, are popular learning strategies in medical education for health care providers and patients alike. Gamification has taken the form of serious educational games and simulations to enable learners to rehearse skills and knowledge in a safe environment. Dermatology learners in particular may benefit from gamification methods, given the visual and procedural nature of the field.
Objective
This narrative review surveys current applications of gamification within general medical training, in the education of dermatology students, and in dermatology patient outreach.
Methods
A literature search was performed using PubMed, Google Scholar, and ResearchGate to access and review relevant medical education- and dermatology-related gamification studies published in peer-reviewed journals. Two independent researchers with education and experience in dermatology screened publications to select studies featuring a diversity of gamification approaches and study subjects for in-depth examination.
Results
A total of 6 general medical education–related and 7 dermatology-specific gamification studies were selected. Gamification generally increased motivation and engagement, improved reinforcement of learning objectives, and contributed to more enjoyable and positive educational experiences compared to traditional modes of instruction. Enhancing examination scores, building confidence, and developing stronger team dynamics were additional benefits for medical trainees. Despite the abundance of gamification studies in general medical education, comparatively few instances were specific to dermatology learning, although large organizations such as the American Academy of Dermatology have begun to implement these strategies nationally. Gamification may also a provide promising alternative means of diversifying patient education and outreach methods, especially for self-identification of malignant melanoma.
Conclusions
Serious games and simulations in general medical education have successfully increased learner motivation, enjoyment, and performance. In limited preliminary studies, gamified approaches to dermatology-specific medical education enhanced diagnostic accuracy and interest in the field. Game-based interventions in patient-focused educational pilot studies surrounding melanoma detection demonstrated similar efficacy and knowledge benefits. However, small study participant numbers and large variability in outcome measures may indicate decreased generalizability of findings regarding the current impact of gamification approaches, and further investigation in this area is warranted. Additionally, some relevant studies may have been omitted by the simplified literature search strategy of this narrative review. This could be expanded upon in a secondary systematic review of gamified educational platforms.