GAMIFICATION (CLICK FOR COVID19 SCENARIO)

Scenario Gamified with Coordinated Debriefing Framework (REAACH, Click for Debriefing Framework)

I chose to create a medical scenario to facilitate gamification of medical education and used the Stanford Medical Scenario Template from Center of Immersive and Simulation Based Learning (2014) to develop the scenario. I wrote learning objectives to facilitate goals that reach beyond a reward system, but moreover the scenario-learning event is used as an alternate to a classroom and task assessment. I feel this type of experiential learning facilitates gamification rather well due to the intrinsic aspect of working in a team to meet  goal. In this case, the overarching goal is to successfully deliver life-saving intervention to a patient with suspected COVID19. The play aspect is a using simulation rather than a formal didactic and testing framework. I created a scenario based on an elderly patient who’s showing signs and symptoms of coronavirus for the exposition. Participants in the scenario have choices to make in the continuum of care of the patient. Information is delivered by role players and medical technology embedded in the scenario. Engagement is facilitated by the team-based dynamic. And following the scenario the team will be debriefed through a process of reflection, analysis, and summary of interventions provided to the patient during the event (Nicholson, 2014). My entries in the development tool are highlighted in red. I used blue arrows and blue lines to highlight my intellectual input in the development tool.

After reading the other gamification strategies, I realized that the scenario process required a form of assessment of learning and learning development framework that I refer to as Recognize, Engage, Access & Assess, Close, and Hypothesis (REAACH). This is common in medical simulation through debriefing, however a pedagogical model and even andragogical model would also benefit from implementing a way to hypothesizing component which will allow the learner to develop experimentation in a more self-reliant way.  I also adapted the debriefing process to a more contemporary format that implements thematic concepts of recognition in blooms taxonomy during the phase of reflection. This is a draft; however, the framework is defined as follows: (a) In recognition phase participants reflect on learning experience. Exploration of actions occur. Connections to actions begin within their inherent thought processes.(b) In the engagement phase, the teacher facilitator presents learning objectives and connects students with critical objectives  though a series of more narrow questioning. Teacher does elaborate and explain content in this stage. (c) The following phase combines an access to the learner’s conceptualization of the content through formative assessment. Teacher facilitator presents learning objectives and connects students with critical objectives  though a series of more narrow questioning. Teacher does elaborate and explain content in this stage. (d) The final phase is hypothesizing where the learner is free to hypothesize additional strategies in approaching next learning event or is provided in an activity where situational analysis is facilitated by the teacher. The process is based on the experiential learning cycle (Kolb et. al, 2011).

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References

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CISL. (2014). Scenario Design. Retrieved May 04, 2020, from https://cisl.stanford.edu/design-a-program/create-an-effective-curriculum/scenario-design.html

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Fanning, R. M., & Gaba, D. M. (2007). The Role of Debriefing in Simulation-Based Learning. Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare, 2(2), 115-125. doi:10.1097/sih.0b013e3180315539

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Kolb, D. A., Mainemelis, C., & Boyatzis, R. E. (2011). 9/Experiential Learning Theory: Previous Research and New Directions. In S. Robert & L. Zhang (Eds.), Perspectives on Thinking, Learning, and Cognitive Styles (pp. 228-229). New York, NY: Routledge Taylor & Francis Group.

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Nicholson, S. (2014). A Recipe for Meaningful Gamification. Gamification in Education and Business, 1-20. doi:10.1007/978-3-319-10208-5_1