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Authors
Abstract(s)
Introdução: A Educação Médica tem acompanhado a evolução, priorizando os
interesses dos estudantes e jovens médicos. Neste sentido, o Game-based Learning tem
ganho relevância como estratégia de ensino, pois consegue integrar de modo
envolvente a tecnologia e o jogo tão presentes no quotidiano. O Escape Game com
competências clínicas exemplifica um jogo que pode ser aplicado à Educação Médica,
visto que além de motivar, promove a aprendizagem de conhecimentos teóricos, a
relação entre pares e a tomada de decisão clínica. O objetivo deste estudo foi
compreender se o Escape Game tem a capacidade de motivar e desafiar os participantes
a saberem mais sobre as temáticas abordadas e avaliar a perceção de médicos sobre a
aplicabilidade e eficácia desta abordagem educacional, ao realizarem um questionário
pós-atividade.
Métodos: Foi aplicado um questionário a médicos imediatamente após participação
num “Clinical Escape Game”, que ocorreu em 3 congressos médicos, em 2023, das
especialidades de Medicina Interna e Medicina Geral e Familiar. Cada equipa foi
constituída por 4 ou 5 elementos, de forma livre, tanto por internos de especialidade
como especialistas. O questionário foi elaborado com base nas referências
bibliográficas selecionadas, sendo constituído por 25 questões, sendo que foi incluída
uma questão de resposta aberta para sugestões futuras. Para responder foi utilizado
uma escala numérica de Likert. Este questionário teve o intuito de avaliar a perceção
dos mesmos sobre ganho de conhecimento clínico, teórico e de competências
comportamentais, assim como avaliar satisfação global e específica sobre o EG. A
aplicação Jamovi (versão 2.3.28.0) foi utilizada para a análise dos dados.
Resultados: Houve um elevado grau de concordância acerca da elaboração do “Clinical
Escape Game” (µ= 4,78 ± 0,20). De forma não tão significativa, os participantes
avaliaram positivamente o impacto do Escape Game nas competências
comportamentais e conhecimento clínico (µ? 4,39). Respeitante à perceção do Escape
Game como ferramenta de ensino e à sua inclusão na Educação Médica, os
participantes demonstraram forte consenso quanto à aplicabilidade do método em
comparação com o ensino tradicional (µ? 4,65, moda 5,00). Conclusão: Neste estudo, o Escape Game mostrou ser um método desafiador e
potencialmente útil na transmissão de conhecimento clínico e de competências não
formais. A avaliação dos participantes sugere a sua implementação deste método no
currículo médico, reforçando a necessidade de mais estudos que permitam tirar
conclusões concretas acerca da eficácia e aplicabilidade desta abordagem em contexto
pré e pós-graduado.
Introduction: Medical education has kept pace with developments, prioritising the interests of students and young doctors. In this sense, Game-based Learning has gained relevance as a teaching strategy, as it manages to integrate technology and games, which are so present in everyday life, in an engaging way. The Escape Game with clinical competences is an example of a game that can be applied to medical education, as it not only motivates, but also promotes the learning of theoretical knowledge, peer relationships and clinical decision-making. The aim of this study was to understand whether the Escape Game has the capacity to motivate and challenge participants to learn more about the topics covered, and to assess doctors' perceptions of the applicability and effectiveness of this educational approach, by completing a postactivity questionnaire. Methods: A questionnaire was administered to doctors immediately after taking part in a "Clinical Escape Game", which took place at 3 medical congresses in 2023 in the specialities of Internal Medicine and Family Medicine. Each team was made up of 4 or 5 members, freely chosen by both speciality interns and specialists. This Escape Game, called "Patient Getaway", was created by the company Nobox ® in partnership with Hospital da Luz Learning Health and UpHill. The questionnaire was drawn up based on the bibliographical references selected and consists of 25 questions. A numerical Likert scale was used to answer the questions and an open-ended question was included for future suggestions. The Jamovi application (version 2.3.28.0) was used to analyse the data. Results: There was a high degree of agreement about the development of the Clinical Escape Game (µ= 4.78 ± 0.20). Not so significantly, the participants positively evaluated the impact of the Escape Game on behavioural skills and clinical knowledge (µ? 4.39). Regarding the perception of the Escape Game as a teaching tool and its inclusion in medical education, the participants showed a strong consensus on the applicability of the method compared to traditional teaching (µ? 4.65, mode 5.00). Conclusion: In this study, the Escape Game proved to be a challenging and potentially useful method for transmitting clinical knowledge and non-formal skills. The participants' evaluation suggests that this method should be implemented in the medical curriculum, reinforcing the need for further studies to draw concrete conclusions about the effectiveness and applicability of this approach in pre- and post- graduate contexts.
Introduction: Medical education has kept pace with developments, prioritising the interests of students and young doctors. In this sense, Game-based Learning has gained relevance as a teaching strategy, as it manages to integrate technology and games, which are so present in everyday life, in an engaging way. The Escape Game with clinical competences is an example of a game that can be applied to medical education, as it not only motivates, but also promotes the learning of theoretical knowledge, peer relationships and clinical decision-making. The aim of this study was to understand whether the Escape Game has the capacity to motivate and challenge participants to learn more about the topics covered, and to assess doctors' perceptions of the applicability and effectiveness of this educational approach, by completing a postactivity questionnaire. Methods: A questionnaire was administered to doctors immediately after taking part in a "Clinical Escape Game", which took place at 3 medical congresses in 2023 in the specialities of Internal Medicine and Family Medicine. Each team was made up of 4 or 5 members, freely chosen by both speciality interns and specialists. This Escape Game, called "Patient Getaway", was created by the company Nobox ® in partnership with Hospital da Luz Learning Health and UpHill. The questionnaire was drawn up based on the bibliographical references selected and consists of 25 questions. A numerical Likert scale was used to answer the questions and an open-ended question was included for future suggestions. The Jamovi application (version 2.3.28.0) was used to analyse the data. Results: There was a high degree of agreement about the development of the Clinical Escape Game (µ= 4.78 ± 0.20). Not so significantly, the participants positively evaluated the impact of the Escape Game on behavioural skills and clinical knowledge (µ? 4.39). Regarding the perception of the Escape Game as a teaching tool and its inclusion in medical education, the participants showed a strong consensus on the applicability of the method compared to traditional teaching (µ? 4.65, mode 5.00). Conclusion: In this study, the Escape Game proved to be a challenging and potentially useful method for transmitting clinical knowledge and non-formal skills. The participants' evaluation suggests that this method should be implemented in the medical curriculum, reinforcing the need for further studies to draw concrete conclusions about the effectiveness and applicability of this approach in pre- and post- graduate contexts.
Description
Keywords
Escape Room Game-Based Learning Gamification Medical Education