PRO/CON is an ongoing segment on P2|Talk that outlines differing views and perspectives on topics ranging from medicine, to education, to technology. Here's your chance to contribute! Leave us a comment and share on Twitter!
Delivering lessons in an engaging way has always been a challenge. The 'Gamification' of education is a relatively new concept that encourages learning by applying a set of game rewards on a set of activities. As learners complete or pass obstacles, they will earn the game rewards, be it points, levels, or achievements, while simultaneously learning the materiel being taught.
Some see 'Gamification' as the future of education. As Forbes contributor Nick Morrison states:
A strong narrative, instant feedback, collaborative working and the opportunity for sustained progress and eventual mastery are all integral to many games, and have obvious application in a learning environment.
And while gamification is rapidly gaining credibility as a classroom tool, for those at the leading edge of learning technology it is on the cusp of a major breakthrough.
However, others have not been too keen on the new concept. Writing to TechCrunch, Michael John from GlassLab says that,
rather than looking at “gamification of learning” as a process that’s applied to curricula to make school more interesting, we should recognize that learning at its best already has game-like elements that are latent and waiting to be unlocked.
Is 'Gamification' a feasible solution that can be applied to specialized medical education? If so, can this method, or elements of the concept, help us overcome some of the obstacles we face in encouraging POCUS uptake in EDs? Check out the full debate below.