Facilitating Reveals of Hidden Meanings in Communication through Game-based Learning in a Hybrid Course

10.6145/jme201505

Li-Kuang Chen；Mei-Ling Tsai

game-based learning ； teaching strategy ； qualitative data analysis ； conceptualization ； psychosocial concerns

Journal of Medical Education

19卷2期（2015 / 06 / 01）

43 - 52

英文

Background: Effective patients-doctor communication in patient-centered medicine requires the skills of revealing the hidden meaning in the communication and then understanding abstract concepts of patients' psychosocial concerns. Qualitative data analysis in qualitative research helps students develop interpretive techniques to reveal hidden meanings, but students often report difficulties when teach by lectures. Game-based learning has been used to teach complicated skills but was few applied in medical education. Purpose: was to develop a hybrid ＂Qualitative Research＂ course embedded with game-based learning and to explore how such a design helped students learn interpretive techniques in qualitative data analysis. Methods: A total of 19 graduate students took the course in a medical school. The open-ended parts of survey were used for both textual and contextual analyses. Results: Thematic analysis indicated positive outcomes: (1) enhancing motivations, (2) concreting procedures, (3) understanding influencing factors (4) realizing data validation as a must, (5) reducing fear in applying the skills. Conclusions: Revealing the meaning of the information is the first step to better understand patients' concerns and unspoken messages. GBL provides good learning atmosphere and facilitates knowledge transfer. The positive responses suggest GBL as a feasible model of teaching in medical education.

1. Akl, EA,Mustafa, R,Slomka, T(2008).An educational game for teaching clinical practice guidelines to internal medicine residents: development, feasibility and acceptability.BMC Med Educ,50,1-9.
2. Boeker, M.,Andel, P.,Vach, W.(2013).Game-based e-learning is more effective than a conventional instructional method: a randomized controlled trial with third-year medical students.PLoS One,8,e82328.
3. Boulet, LP,Borduas, F,Bouchard, J(2007).Playing cards on asthma management: a new interactive method for knowledge transfer to primary care physicians.Can Respir J,14,480-4.
4. Brooks, D(2011).Why school is not easy: an analytical perspective.J Sci Educ Technol,20,146-55.
5. Chandler, P,Sweller, J(1991).Cognitive load theory and the format of instruction.Cognition Instruct,8,293-332.
6. Connolly, T. M.,Stansfeld, M.(2007).From eLearning to Games-Based eLearning.Int J Inform Technol Manage,26,188-208.
7. Connolly, T.(ed.),Stansfield, M.(ed.)(2009).Games Based Learning Advancements for Multi-Sensory Human Computer Interfaces.New York:IGI Global.
8. Cordova, DI,Lepper, MR(1996).Intrinsic motivation and the process of learning: beneficial effects of contextualization, personalization, and choice.J Educ Psychol,88,715-30.
9. Csikszentmihalyi, M(1975).Beyond Boredom and Anxiety: Experiencing Flow in Work and Play.San Francisco:Jossey-Bass.
10. Druckman, D.(1995).The educational effectiveness of interactive games.Simulation and Gaming across Disciplines and Cultures: ISAGA at a Watershed,Thousand Oaks, CA:
11. Ebner, M,Holzinger, A(2007).Successful implementation of user-centered game based learning in higher education: an example from civil engineering.Comput Educ,49,873-90.
12. Epper, R. M.,Derryberry, A.,Jackson, S.(2012).,未出版
13. Garris, R,Ahlers, R,Driskell, JE(2002).Games, motivation, and learning: a research and practice model.Simul Gaming,33,441-67.
14. Glesne, C.(2006).Becoming qualitative researchers: an introduction.Boston, MA:Pearson/Allyn & Bacon.
15. Good, TL,Brophy, JE(1994).Looking in Classrooms.New York:HarperCollins.
16. Herselman, ME(2000).University students benefitting from the medium of computer games: a case study.South African Journal of Higher Education,14,139-50.
17. Kirschner, F,Paas, F,Kirschner, PA(2008).A cognitive load approach to collaborative learning: united brains for complex tasks.Educ Psychol Rev,21,31-42.
18. Kolb, DA(1984).Experiential learning: experience as the source of learning and development.New Jersey:Prentice-Hall.
19. Morrison, J,Dowie, A.,Cotton, P.(2009).A medical education view on sociological perspectives on professionalism.Med Educ,43,824-5.
20. Prensky, M.(2007).Digital Game-Based Learning.Paragon House.
21. Robertson, J,Howells, C(2008).Computer game design: opportunities for successful learning.Comput Educ,50,559-78.
22. Ronald, LJII,Darlene, KD,Sakile, C(2007).What is Qualitative research?.Qualitative Research Reports in Communication,8,21-8.
23. Schmidt, HG,Loyens, SMM,Van Gog, T(2007).Problem-based learning is compatible with human cognitive architecture: commentary on kirschner, sweller, and clark.Educ Psychol,42,91-7.
24. Shell, DF,Brooks, DW,Trainin, G(2010).The Unified Learning Model: How Motivational, Cognitive, and Neurobiological Sciences Inform Best Teaching Practices.Heidelberg:Springer Dordrecht.
25. Smith, L.,Mann, S.(2002).Playing the game: a model for gameness in interactive game based learning.Proceedings of the 15th Annual NACCQ
26. Sternberg, RJ(ed.),Zhang, LF(ed.)(2000).Perspectives on Cognitive, Learning, and Thinking Styles.New Jersey:Lawrence Erlbaum.
27. Struwig, MC,Beylefeld, AA,Joubert, G(2014).Learning medical microbiology and infectious diseases by means of a board game: can it work?.Innov Educ Teach Int,51,389-99.
28. Taber, N(2008).Emergency response: e-learning for paramedics and firefighters.Simul Gaming,39,515-27.
29. Tao, YH,Cheng, CJ,Sun, SY(2009).What influences college students to continue using business simulation games? The Taiwan experiences.Comput Educ,53,929-39.
30. Valente, P,Lora, PS,Landell, MF(2009).A game for teaching antimicrobial mechanisms of action.Med Teach,31,e383-e92.
31. Wynia, M. K.,Papadakis, M. A.,Sullivan, W. M.(2014).More than a list of values and desired behaviors: a foundational understanding of medical professionalism.Acad Med,89,712-4.