Support for and aspects of use of educational games in family medicine and internal medicine residency programs in the US: a survey

Elie A Akl; Sameer Gunukula; Reem Mustafa; Mark C Wilson; Andrew Symons; Amir Moheet; Holger J Schünemann

doi:10.1186/1472-6920-10-26

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Support for and aspects of use of educational games in family medicine and internal medicine residency programs in the US: a survey

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Support for and aspects of use of educational games in family medicine and internal medicine residency programs in the US: a survey

Elie A Akl, Sameer Gunukula, Reem Mustafa, Mark C Wilson, Andrew Symons, Amir Moheet and Holger J Schünemann

BMC medical education, Vol.10(1), pp.26-26

2010

DOI: 10.1186/1472-6920-10-26

PMCID: PMC2851700

PMID: 20338034

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Abstract

Background: The evidence supporting the effectiveness of educational games in graduate medical education is limited. Anecdotal reports suggest their popularity in that setting. The objective of this study was to explore the support for and the different aspects of use of educational games in family medicine and internal medicine residency programs in the United States. Methods: We conducted a survey of family medicine and internal medicine residency program directors in the United States. The questionnaire asked the program directors whether they supported the use of educational games, their actual use of games, and the type of games being used and the purpose of that use. Results: Of 434 responding program directors (52% response rate), 92% were in support of the use of games as an educational strategy, and 80% reported already using them in their programs. Jeopardy like games were the most frequently used games (78%). The use of games was equally popular in family medicine and internal medicine residency programs and popularity was inversely associated with more than 75% of residents in the program being International Medical Graduates. The percentage of program directors who reported using educational games as teaching tools, review tools, and evaluation tools were 62%, 47%, and 4% respectively. Conclusions: Given a widespread use of educational games in the training of medical residents, in spite of limited evidence for efficacy, further evaluation of the best approaches to education

Details

Title: Subtitle: Support for and aspects of use of educational games in family medicine and internal medicine residency programs in the US: a survey
Creators: Elie A Akl - Department of Medicine, State University of New York at Buffalo, Buffalo, NY, USA
Sameer Gunukula - Department of Family Medicine, State University of New York at Buffalo, Buffalo, NY, USA
Reem Mustafa - Department of Medicine, State University of New York at Buffalo, Buffalo, NY, USA
Mark C Wilson - Department of Internal medicine, University of Iowa, Iowa City, IA, USA
Andrew Symons - Department of Family Medicine, State University of New York at Buffalo, Buffalo, NY, USA
Amir Moheet - Department of Medicine, University of Rochester, Rochester, NY, USA
Holger J Schünemann - Department of Clinical Epidemiology & Biostatistics, McMaster University, Hamilton, ON, Canada
Resource Type: Journal article
Publication Details: BMC medical education, Vol.10(1), pp.26-26
DOI: 10.1186/1472-6920-10-26
PMID: 20338034
PMCID: PMC2851700
NLM abbreviation: BMC Med Educ
ISSN: 1472-6920
eISSN: 1472-6920
Publisher: BioMed Central
Language: English
Date published: 2010
Academic Unit: General Internal Medicine; Medicine Administration; Internal Medicine
Record Identifier: 9984094325002771

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