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Game-Based Learning Interventions to Foster Cross-Cultural Care Training: A Scoping Review

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dc.creatorPimentel, Juanspa
dc.creatorArias, Alexandraspa
dc.creatorRamírez, Davidspa
dc.creatorMolina, Adrianaspa
dc.creatorChomat, Anne-Mariespa
dc.creatorCockcroft, Annespa
dc.creatorAndersson, Neilspa
dc.date.accessioned2020-06-11T13:21:10Z
dc.date.available2020-06-11T13:21:10Z
dc.date.created2020-02-06spa
dc.description.abstractObjective: Differences in cultural background between health providers and patients can reduce effective access to health services in multicultural settings. Health sciences educators have recently suggested that game-based learning may be effective for cross-cultural care training. This scoping review maps published knowledge on educational games intended to foster cross-cultural care training and highlights the research gaps for future research. Materials and Methods: A scoping review searched PubMed, Eric, Embase, Lilacs, PsycINFO, and Google Scholar for theoretical and empirical research, using terms relevant to cross-cultural care and game-based learning. A participatory research framework engaged senior medical students and participatory research experts in conducting and evaluating the review. Results: Forty-one documents met the inclusion criteria, all from developed countries. The most common source of publication was nursing and medicine (39%; 16/41) and used the cultural competence approach (44%; 18/41). Around one-half of the publications (51%; 21/41) were theoretical and 39% (16/41) were empirical. Empirical studies most commonly used mixed methods (44%; 7/16), followed by strictly quantitative (31%; 5/16) or qualitative (25%; 4/16) approaches. There were no randomized controlled trials and only one study engaged end-users in the design. Empirical studies most frequently assessed role-play-related games (44%; 7/16) and used game evaluation-related outcomes or learning-related outcomes. None used patient-oriented outcomes. Findings suggest that educational games are an effective and engaging educational intervention for cross-cultural care training. Conclusions: The paucity of studies on educational games and cross-cultural care training precludes a systematic review. Future empirical studies should focus on randomized counterfactual designs and patient-related outcomes. We encourage involving end-users in developing content for educational games.eng
dc.format.mimetypeapplication/pdf
dc.identifier.doihttps://doi.org/10.1089/g4h.2019.0078
dc.identifier.issn21617856
dc.identifier.issn2161783X
dc.identifier.urihttps://repository.urosario.edu.co/handle/10336/24760
dc.language.isoeng
dc.publisherGames for Health Journalspa
dc.relation.citationTitleGames for Health Journal
dc.relation.ispartofGames for Health Journal, ISSN: 21617856, 2161783X, Vol., No. (2020-02-06); pp. spa
dc.relation.urihttps://app.dimensions.ai/details/publication/pub.1124644652spa
dc.rights.accesRightsinfo:eu-repo/semantics/closedAccess
dc.rights.accesoBloqueado (Texto referencial)spa
dc.source.instnameinstname:Universidad del Rosariospa
dc.source.reponamereponame:Repositorio Institucional EdocURspa
dc.subject.keywordPublic Health and Health Servicesspa
dc.subject.keywordMedical and Health Sciencesspa
dc.titleGame-Based Learning Interventions to Foster Cross-Cultural Care Training: A Scoping Reviewspa
dc.typearticleeng
dc.type.hasVersioninfo:eu-repo/semantics/publishedVersion
dc.type.spaArtículospa
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