Palavras-chave
Aprendizagem Ativa
Serious Games
Como Citar
Copyright © | Todos os direitos reservados.
A revista detém os direitos autorais exclusivos de publicação deste artigo nos termos da lei 9610/98.
Reprodução parcial
É livre o uso de partes do texto, figuras e questionário do artigo, sendo obrigatória a citação dos autores e revista.
Reprodução total
É expressamente proibida, devendo ser autorizada pela revista.
Resumo
Objetivo: Analisar o uso de serious games na educação médica de graduação, identificando suas aplicações pedagógicas e os impactos na aprendizagem ativa. Métodos: Revisão integrativa conduzida conforme as diretrizes PRISMA. A pergunta norteadora foi: “Como os serious games impactam a aprendizagem ativa na educação médica de graduação?” As buscas foram realizadas nas bases PubMed, LILACS e SciELO, com os descritores “Medical Education” e “Serious Games”, combinados por AND. Foram incluídos ensaios clínicos randomizados publicados entre 2014 e 2024, nos idiomas português, inglês e espanhol, com texto completo disponível. Foram excluídos estudos de outras etapas da formação profissional, revisões e editoriais. A qualidade metodológica foi avaliada pelo sistema GRADE. Resultados: Nove estudos foram incluídos, abordando desfechos como retenção de conhecimento, tomada de decisão, comunicação e habilidades técnicas. Serious games demonstraram potencial para melhorar o engajamento e a aprendizagem, em alguns casos superando métodos tradicionais. Contudo, a heterogeneidade dos estudos limitou a generalização dos resultados. Considerações finais: Serious games são ferramentas promissoras para o ensino médico, favorecendo a aprendizagem ativa e o desenvolvimento de competências. Pesquisas futuras devem avaliar sua eficácia em longo prazo e diferentes contextos curriculares.
Referências
AL KAHF S, et al. Chatbot-based serious games: A useful tool for training medical students? A randomized controlled trial. PLoS One, 2023; 18(3): e0278673.
BAKHUYS ROOZEBOOM M, VISSCHEDIJK G, OPRINS E. The effectiveness of three serious games measuring generic learning features. British Journal of Educational Technology, 2017; 48(1): 83-100.
BRASIL. Ofício Circular nº 46/2024-DAV/CAPES. Brasília, 03 out. 2024. Disponível em: https://www.gov.br/capes/pt-br/centrais-de-conteudo/documentos/conselho-tecnico-cientifico-da-educacao-superior/oficios-ctc-es/14102024SEI_2470019_Oficio_Circular_46_resumoCTC_232.pdf. Acessado em: 18 jun. 2025.
CAVERZAGIE KJ, et al. Overarching challenges to the implementation of competency-based medical education. Medical Teacher, 2017; 39(6): 588-593.
DANKBAAR M, et al. Comparative effectiveness of a serious game and an e-module to support patient safety knowledge and awareness. BMC Medical Education, 2017; 17(1): 30.
DRUMMOND D, et al. Serious game versus online course for pretraining medical students before a simulation-based mastery learning course on cardiopulmonary resuscitation: A randomised controlled study. European Journal of Anaesthesiology, 2017; 34(12): 836–844.
EDWARDS SL, et al. Analog serious games for medical education: A scoping review. Academic Medicine, 2025; 100(3): 375–387.
FABER TJ, et al. Effects of adaptive scaffolding on performance, cognitive load and engagement in game-based learning: A randomized controlled trial. BMC Medical Education, 2024; 24(1): 943.
GENTRY SV, et al. Serious gaming and gamification education in health professions: Systematic review. Journal of Medical Internet Research, 2019; 21(3): e12994.
GURBUZ SC, CELIK M. Serious games in future skills development: A systematic review of the design approaches. Computer Applications in Engineering Education, 2022; 30(5): 1591-1612.
HAUBRUCK P, et al. Evaluation of app-based serious gaming as a training method in teaching chest tube insertion to medical students: Randomized controlled trial. Journal of Medical Internet Research, 2018; 20(5): e195.
IMLIG-ITEN N, PETKO D. Comparing serious games and educational simulations: Effects on enjoyment, deep thinking, interest and cognitive learning gains. Simulation & Gaming, 2018; 49(4): 401-422.
LAGRO J, et al. A randomized controlled trial on teaching geriatric medical decision making and cost consciousness with the serious game GeriatriX. Journal of the American Medical Directors Association, 2014; 15(12): 957.e1-6.
MIDDEKE A, et al. Transfer of clinical reasoning trained with a serious game. BMC Medical Education, 2020; 20(1): 94.
PHUNGOEN P, et al. Effects of pre-course preparation using a serious smartphone game on advanced life support knowledge and skills: A randomized controlled trial. (Preprint). 2019.
SIPIYARUK K, et al. A rapid review of serious games: From healthcare education to dental education. European journal of dental education: official journal of the Association for Dental Education in Europe, 2018; 22(4): 243–257.
SOUMIA Y, et al. Implementing a serious game as a learner motivation tool. Procedia Computer Science, 2022; 210: 351–357.
TAN JW, et al. Rehearsal-based digital serious boardgame versus a game-free e-learning tool for anatomical education: Quasi-randomized controlled trial. Anatomical Sciences Education, 2023; 16(5): 830–842.
VAN DER MEIJ H, et al. Effects of scripting on dialogues, motivation and learning outcomes in serious games. British Journal of Educational Technology, 2020; 51(2): 459-472.
WANG L, et al. The effectiveness of serious games on undergraduate nursing students’ knowledge and skills: A systematic review and meta-analysis. Nurse education in practice, 2024; 80(104102): 104102.
WOUTERS P, et al. A meta-analysis of the cognitive and motivational effects of serious games. Journal of Educational Psychology, 2013; 105(2): 249-265.
XU M, et al. Game-based learning in medical education. Frontiers in Public Health, 2023; 11.
ZAIRI I, et al. The effect of serious games on medical students’ motivation, flow and learning. Simulation & gaming, 2022; 53(6): 581–601.
ZINSKI A, et al. Is lecture dead? A preliminary study of medical students’ evaluation of teaching methods in the preclinical curriculum. International Journal of Medical Education, 2017; 8: 326-333.