Game based learning and gamification in undergraduate palliative medicine education - is it playful pedagogy or just fun and games? [Abstract]

Peek, Innes, Gallard, Sian, Rawlinson, Fiona and Harris, Dylan Game based learning and gamification in undergraduate palliative medicine education - is it playful pedagogy or just fun and games? [Abstract]. Presented at: The APM Undergraduate Medical Education Special Interest Forum Conference: Addressing New Challenges, London, UK, 06 November 2025.

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Abstract

Background: There is an increasing literature base around use of game based learning (i.e. use of games in their entirety to deliver educational content) and gamification (i.e. incorporating game based elements to non-game teaching formats) in healthcare education. But is palliative and end of life care too serious a subject matter to consider for ‘serious games’? Is there any evidence of a role for this approach in undergraduate medical education? Do medical students find it an acceptable teaching format, and does it have any educational value? Method: A systematic review was conducted to assimilate current published examples of gamification and game based learning in the palliative and end of life care education of healthcare professionals and healthcare students. Studies meeting the inclusion criteria where appraised using the MERSQI instrument, MMAT tool, and a CASP checklist. Reflexive thematic analysis was used to identify overarching themes from the included studies. Results: Of 255 studies identified, nine met the inclusion criteria, of which four where specifically in undergraduate palliative medicine education. Those four explored the role of virtual reality, board games, card games and video game play in undergraduate palliative medicine education. A total of around 500 medical students were included in the four studies, from Hong Kong, Thailand, the UK, and USA. The included studies used varying methods and outcomes and therefore were difficult to quantitatively compare and combine. However, qualitative thematic analysis identified some common themes across the included studies. Conclusion: Whilst not a panacea, there is some evidence that gamification and game based learning is an acceptable format for undergraduate palliative medicine teaching; can be used as an adjunct to other teaching; and, can be educationally effective whilst providing a safe learning environment.

Item Type:	Conference or Workshop Item (Lecture)
Status:	Unpublished
Schools:	Schools > Postgraduate Medical and Dental Education
Subjects:	L Education > LB Theory and practice of education
Last Modified:	18 Nov 2025 16:43
URI:	https://orca.cardiff.ac.uk/id/eprint/182444

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