GAMIFICATION IN THE TRAINING SYSTEM OF MEDICAL WORKERS

Abstract

The article analyses the features of modern medical students, who are characterized by a high commitment to information and communication technologies and a pronounced need to adjust their educational environment. This has influenced the global trend of introducing elements of game design into the educational process that is known as gamification. This didactic approach is useful for implementation in situations where iterative knowledge construction and skill mastering are necessary. There are the motivational-affective, behavioral and cognitive outcomes of gamification. It is expected that the pronounced motivational outcomes of gamification will encourage medical students to be proactive for long time.
The phenomenon of gamification was examined through the prism of the MDA-framework, which separates such components as game aesthetics, mechanics and dynamics. Game aesthetics determines the level of excitement and attractiveness of the educational platform and depends on learning goals. Game mechanics ensure the acquisition of knowledge and the formation of skills through various user actions and mechanisms of their control. The most popular game mechanics in medical education are competition, challenge, and winning. Game dynamics influence the formation of an authentic user experience and skills mastering.
The article reveals the basic principles of gamification of learning process and the possibility of their implementation using various game elements. Common elements of gamification in medical education are scoring (points/points) and competitions, followed by awards, hints and time. Gamified learning platforms in medicine are represented by audience response systems, electronic games, web or mobile applications, and virtual reality simulations. At the clinical training, serious games and simulation games prevail.