Medical Students' Perceptions of Play and Learning: Qualitative Study With Focus Groups and Thematic Analysis.

A E J Van Gaalen,J R Georgiadis,A D C Jaarsma

doi:10.2196/25637

Abstract

BackgroundIn times where distance learning is becoming the norm, game-based learning (GBL) is increasingly applied to health profession education. Yet, decisions for if, when, how, and for whom GBL should be designed cannot be made on a solid empirical basis. Though the act of play seems to be intertwined with GBL, it is generally ignored in the current scientific literature.ObjectiveThe objective of our study was to explore students’ perceptions of play in leisure time and of GBL as part of a mechanistic, bottom-up approach towards evidence-informed design and implementation of GBL in health profession education.MethodsWe conducted 6 focus group discussions with medical and dentistry students, which were analyzed using thematic analysis.ResultsA total of 58 students participated. We identified 4 major themes based on the students’ perception of play in leisure time and on the combination of play and learning. Our results indicate that, while play preferences were highly various in our health profession student cohort, pleasure was the common ground reported for playing. Crucially, play and the serious act of learning seemed paradoxical, indicating that the value and meaning of play are strongly context-dependent for students.ConclusionsFour key points can be constructed from our study. First, students play for pleasure. Perceptions of pleasure vary considerably among students. Second, students consider play as inefficient. Inefficiency will only be justified when it increases learning. Third, play should be balanced with the serious and only be used for difficult or tedious courses. Fourth, GBL activities should not be made compulsory for students. We provide practical implications and directions for future research.

Highlights

In times where distance learning is becoming the norm, game-based learning (GBL) is increasingly applied to health profession education [1,2]
We identified 4 major themes based on the students’ perception of play in leisure time and on the combination of play and learning
We found no distinct differences between the opinion on play or GBL between dentistry and medical students

Summary

Introduction

In times where distance learning is becoming the norm, game-based learning (GBL) is increasingly applied to health profession education [1,2]. Recent reviews in this field indicate that GBL research is still in its infancy and that robust study designs based on sound theoretical foundations or supporting scientific evidence are scarce [3,4,5]. Most studies report on the use of GBL applications that are tailored to specific local settings [4]. Decisions about implementing game-like interventions — if, when, how, and for whom — cannot be made on a solid empirical basis. This increases the likelihood of suboptimal and even counterproductive educational design. Decisions for if, when, how, and for whom GBL should be designed cannot be made on a solid empirical basis. Though the act of play seems to be intertwined with GBL, it is generally ignored in the current scientific literature

Methods

Results

Conclusion