Serious games and active learning in undergraduate medical education

Abstract

Objective: To analyze the use of serious games in undergraduate medical education, identifying their pedagogical applications and impacts on active learning. Methods: An integrative review was conducted following PRISMA guidelines. The research question was: “How do serious games impact active learning in undergraduate medical education?” Searches were carried out in PubMed, LILACS, and SciELO databases using the descriptors “Medical Education” and “Serious Games”, combined with AND. Inclusion criteria were randomized clinical trials published between 2014 and 2024, in English, Portuguese, or Spanish, with full-text availability. Studies focused on other educational stages, reviews, and editorials were excluded. Methodological quality was assessed using the GRADE system. Results: Nine studies were included, addressing outcomes such as knowledge retention, clinical decision-making, communication, and technical skills. Serious games demonstrated potential to improve student engagement and learning, sometimes outperforming traditional methods. However, heterogeneity in interventions and outcomes limited the generalization of results. Final considerations: Serious games are promising tools in medical education, fostering active learning and the development of clinical competencies. Further research is needed to assess their long-term effectiveness and applicability across diverse curricular contexts.