Career Education Using a Game to Experience a Turning Point

VernacularTitle:「転機」を体験するゲームを用いたキャリア教育実践
Author: Junichi TANAKA ¹ ; Shuzo TERUYA ² ; Takeshi KONDO ³ ; Ayako SHIBATA ² ; Tatsuya FUJII ⁴ ; Yumi YONEOKA ²
Author Information

1. Department of Education and Support for Regional Medicine, Tohoku University Hospital
2. To Be Lab
3. Okinawa Yaeyama Hospital
4. Center for Postgraduate Clinical Training and Career Development, Nagoya University Hospital
Keywords: career education; game; cognitive load theory
From:Medical Education 2020;51(4):417-421
CountryJapan
Language:Japanese
Abstract: We developed a virtual career thinking game and provided third-year medical students with workshop-type career instruction to identify "transition" in a career and their own values. The game is a group work activity based on the assumption that the virtual character will respond to a turning point during undergraduate school and after graduation, and experience the story of a doctor's life. After playing the game and sharing the story of each group, participants were asked to think about what they would do at a possible turning point. Although favorable response were observed in the first year, problems were found, and improvements were made in the second year, and further effects were observed. The results show that career education using games increases students' ability to respond to turning points and is an effective technique in career education.