Gamification-Based Teaching Methods for Pandemic and Outbreak Investigation Training Among Healthcare Professionals and Students: A Systematic Review

Abstract

Background

COVID-19 pandemic has highlighted urgent need for effective training in pandemic and outbreak management among healthcare professionals. Traditional teaching methods often lack the engagement required to prepare learners for real-world challenges. This systematic review evaluates effectiveness of gamification-based teaching methods in enhancing knowledge, skills, and engagement in pandemic preparedness education for healthcare professionals and students.

Methods

Systematic search was conducted across PubMed, Scopus, Cochrane, Google Scholar, and ScienceDirect databases, identifying studies that employed gamification-based learning for pandemic management training. Studies were screened and selected based on predefined eligibility criteria, focusing on interventions targeting healthcare professionals or students. 12 studies were included, and narrative synthesis was conducted due to the heterogeneity in study designs, participant groups, and outcome measures.

Results

Review found that gamification-based methods, such as serious games, e-learning modules, and simulations, improved knowledge retention, practical skills, and learner engagement compared to traditional teaching approaches. Participants reported high satisfaction and perceived usefulness of gamified interventions, with several studies demonstrating significant improvements in long-term knowledge retention and willingness to change behaviours related to infection control. However, variability in intervention design and outcome measures posed challenges for drawing generalized conclusions.

Conclusion

Gamification-based teaching methods show promise in enhancing pandemic preparedness training among healthcare professionals. While these methods improve engagement and learning outcomes, further research is needed to explore long-term impacts, cost-effectiveness, and applicability in diverse educational settings. In addition, heterogeneity and methodological limitations of included studies underscore the need for more rigorous, high-quality research to validate these findings.