131 related articles for article (PubMed ID: 38300532)
1. Students' perceptions of
Marks C; Du Plessis C; van Hoving DJ
Clin Toxicol (Phila); 2024 Jan; 62(1):53-55. PubMed ID: 38300532
[TBL] [Abstract][Full Text] [Related]
2. Migration of an Escape Room-Style Educational Game to an Online Environment: Design Thinking Methodology.
Videnovik M; Vold T; Dimova G; Kiønig LV; Trajkovik V
JMIR Serious Games; 2022 Sep; 10(3):e32095. PubMed ID: 36155979
[TBL] [Abstract][Full Text] [Related]
3. Effectiveness of an Innovative Card Game as a Supplement for Teaching Factual Content to Medical Students: A Mixed Method Study.
Muthiyan G; Kasat P; Vij V; Solanki RS; C K; Sontakke B
Cureus; 2023 Oct; 15(10):e47768. PubMed ID: 38021577
[TBL] [Abstract][Full Text] [Related]
4. Development and Evaluation of a Serious Game Application to Engage University Students in Critical Thinking About Health Claims: Mixed Methods Study.
Elvsaas IO; Garnweidner-Holme L; Habib L; Molin M
JMIR Form Res; 2023 May; 7():e44831. PubMed ID: 37166972
[TBL] [Abstract][Full Text] [Related]
5. The influence of a serious game's narrative on students' attitudes and learning experiences regarding delirium: an interview study.
Buijs-Spanjers KR; Harmsen A; Hegge HH; Spook JE; de Rooij SE; Jaarsma DADC
BMC Med Educ; 2020 Sep; 20(1):289. PubMed ID: 32873285
[TBL] [Abstract][Full Text] [Related]
6. Livogena: The Ikteros Curse-A Jaundice Narrative Card and Board Game for Medical Students.
Surapaneni KM
MedEdPORTAL; 2024; 20():11381. PubMed ID: 38322827
[TBL] [Abstract][Full Text] [Related]
7. Little Patients, Big Tasks - A Pediatric Emergency Medicine Escape Room.
Pelletier J; Romo E; Feinstein B; Smith C; Pellerito G; Croft A
J Educ Teach Emerg Med; 2023 Oct; 8(4):SG1-SG19. PubMed ID: 37969155
[TBL] [Abstract][Full Text] [Related]
8. "Aquilibria: The battle to balance"-a narrative card and board game on acid-base regulation for first-year medical students.
Surapaneni KM
Adv Physiol Educ; 2024 Jun; 48(2):171-179. PubMed ID: 38205518
[TBL] [Abstract][Full Text] [Related]
9. Perceived contribution of a hybrid serious game to the development of collaborative problem solving among undergraduate nursing students: A mixed method design.
de Beer EEHM; van Os-Medendorp HH; Groeneveld SSWM; Jukema JSJS
Nurse Educ Pract; 2023 Nov; 73():103794. PubMed ID: 37839284
[TBL] [Abstract][Full Text] [Related]
10. Identifying Player Types to Tailor Game-Based Learning Design to Learners: Cross-sectional Survey using Q Methodology.
Van Gaalen AEJ; Schönrock-Adema J; Renken RJ; Jaarsma ADC; Georgiadis JR
JMIR Serious Games; 2022 Apr; 10(2):e30464. PubMed ID: 35377333
[TBL] [Abstract][Full Text] [Related]
11. Effects of board game play on nursing students' medication knowledge: A randomized controlled trial.
Chang YS; Hu SH; Kuo SW; Chang KM; Kuo CL; Nguyen TV; Chuang YH
Nurse Educ Pract; 2022 Aug; 63():103412. PubMed ID: 35926260
[TBL] [Abstract][Full Text] [Related]
12. Learning by playing: A cross-sectional descriptive study of nursing students' experiences of learning clinical reasoning.
Koivisto JM; Multisilta J; Niemi H; Katajisto J; Eriksson E
Nurse Educ Today; 2016 Oct; 45():22-8. PubMed ID: 27429399
[TBL] [Abstract][Full Text] [Related]
13. Reduced failure rates associated with playing a new online game developed to support learning of core content in human systems physiology.
Herkes SM; Gordon-Thomson C; Arnaiz IA; Muir MM; Wardak D; King DA
Adv Physiol Educ; 2021 Dec; 45(4):769-778. PubMed ID: 34529539
[TBL] [Abstract][Full Text] [Related]
14. Student Pharmacists' Assessment of a Serious Game on Opioid Medication Safety.
Abraham O; Tidd M; Buechel M; Thakur T; Brown R
Innov Pharm; 2020; 11(4):. PubMed ID: 34007658
[TBL] [Abstract][Full Text] [Related]
15. Student nurses' experience using a serious game to learn environmental hazard and safety assessment.
Volejnikova-Wenger S; Andersen P; Clarke KA
Nurse Educ Today; 2021 Mar; 98():104739. PubMed ID: 33418087
[TBL] [Abstract][Full Text] [Related]
16. Investigating the effectiveness of an educational card game for learning how human immunology is regulated.
Su T; Cheng MT; Lin SH
CBE Life Sci Educ; 2014; 13(3):504-15. PubMed ID: 25185233
[TBL] [Abstract][Full Text] [Related]
17. Use of an immersive, simulated learning game to teach pharmacy students clinical concepts of toxicology.
Korenoski AS; Ginn TR; Seybert AL
Curr Pharm Teach Learn; 2021 May; 13(5):556-559. PubMed ID: 33795110
[TBL] [Abstract][Full Text] [Related]
18. Effectiveness of Gamification in Enhancing Learning and Attitudes: A Study of Statistics Education for Health School Students.
Khoshnoodifar M; Ashouri A; Taheri M
J Adv Med Educ Prof; 2023 Oct; 11(4):230-239. PubMed ID: 37901759
[TBL] [Abstract][Full Text] [Related]
19. Using gamification to improve engagement and learning outcomes in medical microbiology: the case study of 'BacteriaGame'.
Pineros N; Tenaillon K; Marin J; Berry V; Jaureguy F; Ghelfenstein-Ferreira T; Carbonnelle E; Lescat M
FEMS Microbiol Lett; 2023 Jan; 370():. PubMed ID: 37086092
[TBL] [Abstract][Full Text] [Related]
20. Association between medical students' prior experiences and perceptions of formal online education developed in response to COVID-19: a cross-sectional study in China.
Wang C; Xie A; Wang W; Wu H
BMJ Open; 2020 Oct; 10(10):e041886. PubMed ID: 33122327
[TBL] [Abstract][Full Text] [Related]
[Next] [New Search]