title: A comparison of the effectiveness of a game informed online learning activity and face to face teaching in increasing knowledge about managing aggression in health settings.
abstract: The present study compared the impact of face to face teaching with a short online game informed learning activity on health participants' knowledge about, and confidence in, managing aggressive situations. Both forms of teaching resulted in a significant increase in participants' knowledge and confidence. Face to face training led to significantly greater increases in knowledge but was equivalent in terms of confidence. Both forms of teaching were rated positively, but face to face teaching received significantly higher ratings than the online activity. The study suggests that short online game informed learning activities may offer an effective alternative for health professional training where face to face training is not possible. Further research is needed on the longer term impact of both types of training on practice.
authors.affiliation: Clinical Psychology Department, Andrew Lang Unit, Viewfield Lane, Selkirk, TD7 4LJ, Scotland, UK, kmckenzi@staffmail.ed.ac.uk.
authors.forename: Karen
authors.initials: K
authors.lastname: McKenzie
mesh_terms: D000328:Adult; D000374:Aggression; D004503:Education, Medical, Graduate / Q000379:methods*; D004521:Educational Measurement; D005260:Female; D007722:Health Knowledge, Attitudes, Practice; D006801:Humans; D008297:Male; D018794:Problem-Based Learning; D011584:Psychology / Q000193:education*; D012606:Scotland; D013663:Teaching / Q000379:methods*; D018910:Video Games