Can gamified surgical sets improve surgical instrument recognition and student performance retention in the operating room? A multi-institutional experimental crossover study

[1] Göras C(2019)Tasks, multitasking and interruptions among the surgical team in an operating room: a prospective observational study BMJ Open 9 e026410-1

[2] Olin K(2023)Investigating the improvement of nursing students’ clinical competence through the mastery learning approach compared to the traditional method in the oncology department: a mixed-methods study J Med Educ 16 12-e30

[3] Unbeck M(2013)Simulation in healthcare education: a best evidence practical guide. AMEE guide no. 82 Med Teach 35 e1511-33

[4] Pukk-Härenstam K(2023)Bridging the gap between digital native students and digital immigrant professors: reciprocal learning and current challenges Am J Educ Technol 2 23-16

[5] Ehrenberg A(2022)Key challenges in 21st century learning: a way forward towards sustainable higher educational institutions Sustainability 14 16080-12

[6] Tessma MK(2022)Game-based vs. case-based training for increasing knowledge and behavioral fluency of nurse students regarding crisis and disaster management; a quasi-experimental study Arch Acad Emerg Med 10 e77-1328

[7] Hosseini MM(2023)Smartwatches in healthcare medicine: assistance and monitoring; a scoping review BMC Med Inform Decis Mak 23 248-74

[8] Ruhabadi F(2011)Reconceptualizing technology integration to meet the necessity of transformation J Curric Instr 5 4-323

[9] Gazerani A(2021)Clinical education stressors in operating room students: a qualitative study Invest Educ Enferm 39 e08-281

[10] Toktam S(2002)Discovery learning for the 21st century: what is it and how does it compare to traditional learning in effectiveness in the 21st century Action Res Exch 1 1-11

[1] Göras C(2019)Tasks, multitasking and interruptions among the surgical team in an operating room: a prospective observational study BMJ Open 9 e026410-1

[2] Olin K(2023)Investigating the improvement of nursing students’ clinical competence through the mastery learning approach compared to the traditional method in the oncology department: a mixed-methods study J Med Educ 16 12-e30

[3] Unbeck M(2013)Simulation in healthcare education: a best evidence practical guide. AMEE guide no. 82 Med Teach 35 e1511-33

[4] Pukk-Härenstam K(2023)Bridging the gap between digital native students and digital immigrant professors: reciprocal learning and current challenges Am J Educ Technol 2 23-16

[5] Ehrenberg A(2022)Key challenges in 21st century learning: a way forward towards sustainable higher educational institutions Sustainability 14 16080-12

[6] Tessma MK(2022)Game-based vs. case-based training for increasing knowledge and behavioral fluency of nurse students regarding crisis and disaster management; a quasi-experimental study Arch Acad Emerg Med 10 e77-1328

[7] Hosseini MM(2023)Smartwatches in healthcare medicine: assistance and monitoring; a scoping review BMC Med Inform Decis Mak 23 248-74

[8] Ruhabadi F(2011)Reconceptualizing technology integration to meet the necessity of transformation J Curric Instr 5 4-323

[9] Gazerani A(2021)Clinical education stressors in operating room students: a qualitative study Invest Educ Enferm 39 e08-281

[10] Toktam S(2002)Discovery learning for the 21st century: what is it and how does it compare to traditional learning in effectiveness in the 21st century Action Res Exch 1 1-11