Gamification as a learning strategy in the training of health science professionals in surgery: a systematic review.
Abstract
The training of healthcare professionals faces significant challenges due to the constant evolution of pedagogical methodologies and technological tools applied to learning. The incorporation of disruptive educational technologies has transformed learning environments, both in the classroom and in clinical settings, fostering more dynamic, interactive, and student-centered learning experiences. These technologies facilitate the development of competencies and the simulation of clinical contexts, enabling the acquisition of essential skills and knowledge for professional practice in the healthcare field. Objective: To describe the different gamification strategies applied to the learning and training of healthcare professionals in the surgical context. Methodology: A systematic literature review was conducted using databases such as PubMed, Bireme, SpringerLink, Sage, Embase, Scopus, and ProQuest, employing a search strategy based on standardized terms. Data related to technological tools and the use of gamification in surgery were collected. Results: Nineteen articles were included in the review, with an emphasis on the type of study, the surgical procedures in which gamification was implemented, the technological tools used, the platforms employed, and the specific elements of gamification. Conclusion: The implementation of gamified strategies positively influences the development of skills in surgical contexts.
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