Serious Games in Formal Medical Education: An Experimental Study Claudia Ribeiro∗, Tiago Antunes∗, Micaela Monteiro†,Joao˜ Pereira∗ ∗INESC-ID, Lisbon, Portugal Instituto Superior Tecnico,´ Universidade Tecnica´ de Lisboa, Lisbon, Portugal {claudia.sofia.ribeiro,tiago.c.antunes, joao.madeiras.pereira}@ist.utl.pt †Servic¸o de Urgenciaˆ Geral Centro Hospitalar Lisboa Ocidental, Lisbon, Portugal
[email protected] Abstract—Medical knowledge has increased exponentially in its web 2.0 have changed the way people communicate, the last decades. Healthcare professionals face a life-time chal- interact and perceive the world. As Prensky [2] stated, rising lenge in medical education right from the beginning of medical generations are active and not passive, privilege graphics and school. They experience serious difficulties to keep updated. Tra- animation over text, view technology as part of their lives and ditional adult education, largely used in medical training, shows work as play and play as work. Therefore medical education little effectiveness. Problem-based-learning has been proposed as must not stick. It has to change. Traditional medical education, a student-centred pedagogy to overcome failure of traditional medical instruction. A more recent trend is related to the use of mainly teacher centred and based on reading, listening or serious games. Although, there are still few examples of serious watching, has now proven insufficient in adult education and games for medical education, the increased interest shown in the not adequate for teaching either technical skills or soft skills. latest years shows that this is an important area and with a There is also increasing consciousness about the importance lot of potential to explore.