Game-based learning in pharmacy education: A systematic review and narrative synthesis

Abstract

Background: Studies have shown improved learning outcomes using game-based learning (GBL) in health professions education. The aim of this systematic review was to explore and summarise the current evidence related to the design, assessment methods, and outcomes of implementing GBL in pharmacy education. It also aimed to determine and the impact of gamified learning activities on students’ perception and attainment of the desired learning outcomes. Methods: A comprehensive search was undertaken using the PubMed, Scopus, and Google Scholar databases. The Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guideline was used for reporting this systematic review. Results: A total of 22 studies involving pharmacy students were included. GBL was utilised for a variety of pharmacy-related topics or courses including major and elective didactic courses and pharmacy practice experiences. Evaluation of GBL activities was mostly based on post-game surveys or/and quizzes. All studies showed a positive impact of game-based learning on pharmacy education. Conclusion: GBL has an important role in pharmacy education in both didactic and practicum courses. Findings show that the benefits of GBL are prominent through different areas of the pharmacy curriculum and in all professional pharmacy years.