Educational games created by medical students in a cultural safety training game jam: a qualitative descriptive study

[1] Parisa B(2016)Cultural Safety. Holist Nurs Pract 30 33-38

[2] Reza N(2021)The experience of Colombian medical students in a pilot cultural safety training program: a qualitative study using the most significant change technique Teach Learn Med 33 58-66

[3] Afsaneh R(2020)What motivates medical students to learn about traditional medicine? A qualitative study of cultural safety in Colombia Int J Med Educ 11 120-126

[4] Sarieh P(2022)A co-designed curriculum for cultural safety training of Colombian health professionals: sequential-consensual qualitative study Can Med Educ J 13 31-49

[5] Pimentel J(2001)Indian doctors decry proposal to teach traditional medicine BMJ 323 1090-1090

[6] Kairuz C(2012)Game Jams Int J Game-Based Learn 2 51-70

[7] Merchán C(2021)Sustaining intangible heritage through video game storytelling - the case of the Sami game jam Int J Herit Stud 27 296-311

[8] Vesga D(2021)Game jams for cultural safety training in Colombian medical education: a pilot randomised controlled trial BMJ Open 11 e042892-71

[9] Correal C(2021)Game jams in general formal education Int J Child-Comput Interact 28 100274-43

[10] Zuluaga G(2020)Game jams for learning and teaching Int J Game-Based Learn 10 54-1251

[1] Parisa B(2016)Cultural Safety. Holist Nurs Pract 30 33-38

[2] Reza N(2021)The experience of Colombian medical students in a pilot cultural safety training program: a qualitative study using the most significant change technique Teach Learn Med 33 58-66

[3] Afsaneh R(2020)What motivates medical students to learn about traditional medicine? A qualitative study of cultural safety in Colombia Int J Med Educ 11 120-126

[4] Sarieh P(2022)A co-designed curriculum for cultural safety training of Colombian health professionals: sequential-consensual qualitative study Can Med Educ J 13 31-49

[5] Pimentel J(2001)Indian doctors decry proposal to teach traditional medicine BMJ 323 1090-1090

[6] Kairuz C(2012)Game Jams Int J Game-Based Learn 2 51-70

[7] Merchán C(2021)Sustaining intangible heritage through video game storytelling - the case of the Sami game jam Int J Herit Stud 27 296-311

[8] Vesga D(2021)Game jams for cultural safety training in Colombian medical education: a pilot randomised controlled trial BMJ Open 11 e042892-71

[9] Correal C(2021)Game jams in general formal education Int J Child-Comput Interact 28 100274-43

[10] Zuluaga G(2020)Game jams for learning and teaching Int J Game-Based Learn 10 54-1251