Gamification in medical education: identifying and prioritizing key elements through Delphi method.

BACKGROUND: Gamification has gained popularity in medical education, but key elements have not been formally identified. This study aimed to generate and prioritize a list of key elements of gamification in medical education. METHODS: This study utilized a two-stage approach, including the Delphi method and qualitative interview. Nineteen medical educators with expertise in gamification participated in the Delphi method stage. Experts who had more than three years of experience with gamification in medical education constituted the expert panel. The experts were then asked to rate the gamification elements using the Likert five-point scale through at least two consensus-seeking rounds. Consensus for key elements was predefined as ≥ 51% of respondents rating an element as 'important' or"very important." In the qualitative interview stage, 10 experts provided feedback on the application of these key gamification elements. RESULTS: Eighteen participants (11 males and 7 females) completed the entire Delphi process for this study. After two rounds of surveys, the consensus was reached on all elements. Thirteen elements scored more than 4 points (37%) and reached the criteria of key elements of gamification in medical education. The top five key elements were integration with instruction objectives, game rules, rapid feedback, fairness, and points/scoring. The thirteen key elements for successful gamification in medical education were further organized into two main categories: (1) gamification design principles and (2) game mechanisms. CONCLUSIONS: Integration with educational objectives, gamification in curriculum design and teaching methods, and balancing between the mechanisms and principles were the three key components for successful gamification. This study explored the gamification key elements, providing practical tips for medical educators in their efforts to gamify medical education. Future studies involving learners could be performed to examine the efficacy of these key elements in gamification.

Using Machine Learning to Explore the Crucial Factors of Assistive Technology Assessments: Cases of Wheelchairs.

The global population is gradually entering an aging society; chronic diseases and functional disabilities have increased, thereby increasing the number of people with limitations. Therefore, the demand for assistive devices has increased substantially. Due to numerous and complex types of assistive devices, an assessment by a professional therapist is required to help the individual find a suitable assistive device. According to actual site data, the assessment needs of "wheelchairs" accounted for most of the cases. Therefore, this study identified five key evaluation characteristics (head condition, age, pelvic condition, cognitive ability, and judgment) for "transit wheelchairs" and "reclining and tilting wheelchairs" from the diagnostic records of "wheelchairs" using the classification and regression trees (CART) decision tree algorithm. Furthermore, the study established an evaluation model through the Naïve Bayes classification method and obtained an accuracy rate of 72.0% after a 10-fold cross-validation. Finally, the study considered users' convenience and combined it with a LINE BOT to allow the user or the user's family to engage in self-evaluation. Preliminary suggestions for wheelchair types were given through the assessment model so that evaluators could not only determine a case's situation in advance and reduce the time required for fixed-point or home assessments, but also help cases find the appropriate wheelchair type more easily and quickly.

Exploring Pictorial Health Education Tools for Long-Term Home Care: A Qualitative Perspective.

Regarding long-term home care needs, nurses need to communicate effectively and reasonably when teaching home caregivers. Designers can assist medical staff and develop pictorial tools to enhance communication. The purpose of this study is to explore a theoretical basis from the perspective of designers, patients' home caregivers, and medical staff to construct a theoretical framework that can jointly develop pictorial health education tools and healthcare system. The qualitative methods, including in-depth interview and observation, are applied to this study; ground theory sets out to construct a framework from the verbatim transcript of the interviews. Based on interview results, six axial codes were extracted: (1) the method of interdisciplinary cooperation; (2) medical research ethics; (3) communication methods; (4) forms of health education tools; (5) development of health education tools; (6) home care intubation procedure. Eight groups of home caregivers offered suggestions from their experiences. The designers need to assist medical staff to solve real problems, pay attention to professional norms, and forms of cooperation. Health education tools need to meet the needs of medical staff and home caregivers and designers should pay attention to the processes of communication. This study can also assist in interdisciplinary cooperation to explore the theoretical basis of pictorial health education tools for nurses in the context of long-term care at home.