AMEE2019 Full Presentation

1. Impact of a career simulation program
using gamification with virtual turning
point for medical students in Japan
●Shuzo Teruya1 Ayako Shibata2 Tatsuya Fujii3
Junichi Tanaka4 Takeshi Kondo5
1．Okinawa Yaeyama Hospital, Internal medicine
2．Yodogawa Christian Hospital, Obsterics & Gynecology
3. Sanno Hospital, Orthopedics
4. Tohoku University Hospital, Department of Edecation and
Support for Regional Medicine
5. Nagoya University Hospital, Center for Postgraduate Clinical
Training and Career Development

2. Introduction
Career education for medical students have had
increasing importance in Japan
There are demand of faculty development among
medical teachers who deducate with career
education for undergraduate students
Japan Medical Association Research Institute, Working Paper, 2015
Here we developed career simulation programs
using gamification method and report the efficacy
of the method.

3. Career education in Japan
Career eduction has started since 1999
No or few school counselors
Teaching staff has responsibility
Mostly focusing on vocational experience activities
Career development support after graduating from
high school has been delayed
National Institute for Educational Policy Research, 2010

4. Career education for medical students
in Japan
In Japanese medical school…
Most students(>80%) are Under 25 years old
Public school : Private school = 7 : 3
Career education has started since 2010
Most career education class consists of Lecture
and Group discussion
No or few school counselors
Akita university
• Career Sugoroku
• Like Medical Careers game board
DOI: https://doi.org/10.15694/mep.2017.000190
• Career future chronology
• Case discussion

5. Career management theories
DOTS model
• Decision making
• Opportunity awareness
• Transition learning
• Self awareness
Schlossberg’s 4Ss
• Self
• Support
• Situation
• Strategies

6. Career choice of medical students
Factors which influence medical students’ career
choices
• Curriculum, exposure, public image, teacher, residency
programs, philosophy of medical students
CMAJ Open. 2016 Apr-Jun:E147-152
Relationship produced in club activities such as
soccer, american football, tennis, and footsal is main
resource of career consultation in Japanese students
Japan Medical Association Research Institute, Working Paper, 2015

7. Gamification
Gamification
• The use of game design elements in non-game contexts
Gamification theories
• Theory of gamified study (Landers, 2015)
• MDA framework (Hunickes, et al, 2004)

8. Serious games in medical education
Serious game
• Games designed for a primary purpose other than pure
entertanment
Serious games in healthcare
• Fight HPV, Pulm Ex, Human Dx, Malaria incasion
• Wii Fit
• Virtual-U

9. Method
Table talk type career simulation game was
conducted for 131 medical students in Saitama
Medical University.
The students created fictitious medical student
characters and virtually experience doctor's career
while randomly acquiring career event cards by
group work.
Pre and post questionnaires. Response rate was
100%.

10. Work1 : Developing career of virtual character (60 minutes)
Students build virtual careers using turning point cards
Aim : Expand career options
Presentation : Sharing (60 minutes)
Students present about the character life they have created
Aim : To know that even if they have similar characteristics, they
can develop into various careers
Work2 : Career vision of students themselves (45 minutes)
Students think about potential events that can be turning point,
and participants share ideas about how to respond to turning points.
Aim : Touching axis of judgment and various ideas of others
Time Table

11. Worksheets : Scenario and Character sheet

12. Workesheets : Turningpoint cards

15. 8
4
8 5
8
6

16. 8
4
8 5
8
6

17. 8
4
8 5
8
6
Memory

18. 8
4
8 5
8
6
Memory
24 Male
Father (MD)
ABC university
Kendo
Tracelling overseas Seeing is believing.
Work for MEDECINS SANS FRONTIERES Going to marry my girlfriend in a year.

21. Learn the latest research methods
Less time to play with friends
Began to walk a
path to a lonely
researcher

22. DOTS model
Factors of DOTS Contents
Self awareness Character setting sheet
Opportunity awareness Turning point cards
Decision making Discussion of response to
turning point
Transition Learning Discussion of response to
turning point

23. MDA Framework
MDA Framework
factors
Game Contents
Mechanics Experience the life of a fictitious
docter
Dynamics Discuss respond to turning points
Aesthetics Gain new options by interacting with
free ideas

24. Characteristics of the student
95
36
Female
Male
Gender

25. 0
131
1st 2nd 3rd 4th 5th 6th 7th
Pre-Post changes : Key factors for
deciding career choice
Personal
interest
QOL Demand
in society
Salary Mentor Family Club
activities
Pre Post Pre PostPre PostPre PostPre PostPre PostPre Post

26. Pre-Post changes : strength and adviser
71
60
39
92
New strength
No change
New adviser
No change
New strength New adviser for career

27. 0%
50%
100%
Pre-Post changes : Adviser
Pretest Posttest

28. Discussion
• Certain number of students noticed new strength
and new advisers through career education class
using virtual turning points
• Most of the students who consulted with their
careers were family and friends, and few students
listed teachers.

29. References
• Wright B, et al. CMAJ 170: 1920-1924, 2004
Career choice of new medical students at three Canadian
universities:family medicine versus specialty medicine.
• Maseghe Mwachaka P, et al. Pan Afr Med J 5: 18, 2010
Specialty preferences among medical students in a Kenyan
university.
• Yousef K, et al. BMC Med Educ 8: 32, 2008
Factors affecting medical students in formulating their
specialty preferences in Jordan.
• Kiersten, et al. CMAJ Open. 2016 Apr-Jun; 4(2): E147–E152.
Medical student career choice: a qualitative study of fourth-
year medical students at Memorial University, Newfoundland