Abstract
This article was migrated. The article was marked as recommended. Background: Developing critical thinking in health care education is pivotal in student development and patient outcomes. Gamification and learning through play within health care education is rising in popularity and may assist to develop problem-solving and critical thinking skills. Aim: To develop and enhance students' capacity to rapidly recall and communicate critical links in practice through a modified 'snap' game. Method: Students are provided decks of cards depicting clinical pictures (syringe, bath, blood, medications etc). Turning over two cards at a time, the students race to link the two concepts together. Findings: Linking Out Loud was well received by students and worked to develop knowledge, critical thinking, communication and problem-solving. Linking Out Loud could be easily replicated for all health disciplines.
Highlights
Developing critical thinking in health care education is pivotal in student development and patient outcomes
Critical thinking is the process of making objective analysis and evaluation of an issue
Gamification is a relatively new concept in health professional education (Brull and Finlayson, 2016), it is rapidly becoming recognised for its potential to improve student learning (Castro and Gonçalves, 2018)
Summary
Developing critical thinking in health care education is pivotal in student development and patient outcomes. Gamification and learning through play within health care education is rising in popularity and may assist to develop problem-solving and critical thinking skills. Findings: Linking Out Loud was well received by students and worked to develop knowledge, critical thinking, communication and problem-solving. Critical thinking requires high order cognitive processing that facilitates contextual decision-making and problem-solving and is critical for all health care practice. Developing critical thinking has been identified as assisting to improve patient outcomes and increasing levels of job satisfaction (Alfaro-LeFevre, 2016). Gamification is a relatively new concept in health professional education (Brull and Finlayson, 2016), it is rapidly becoming recognised for its potential to improve student learning (Castro and Gonçalves, 2018). It encourages students to draw on their own clinical and theoretical experiences and understandings to spark clinical debate and discussion, and develop critical thinking skills
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
