GAMIFICATION AS AN ASSISTANT TOOL IN THE TEACHING AND PREVENTION OF PREANALYTICAL ERRORS IN LABORATORY EXAMINATION

Abstract

Around 70% of errors in laboratory tests occur in the pre-analytical phase. This involves requesting tests, preparing the patient, collecting, transporting and preparing the sample. In order to prevent errors made in this phase of tests, there is a need to look for innovative ways to improve the quality of training for professionals qualified to work in the health sector and, consequently, the need for methodologies to help teach the pre-analytical phase of laboratory tests. Among the innovative tools for teaching in the health area, gamification has shown promise, proposing, through games, to work on clinical reasoning and decision-making, promoting participatory learning and student engagement. This study is an integrative review of a qualitative nature, following inclusion and exclusion criteria for data search articles using words and terms such as "gamification in health teaching", "pre-analytical errors", "laboratory tests", "active methodology" and "health teaching". The exclusion criteria included the elimination of articles published more than five years ago and those that were not related to the article's topics of interest. Based on the results of the application of gamification in the teaching of other areas of health, it can be concluded that gamification is classified as a potential auxiliary tool in the education of undergraduate students in Biomedicine and clinical analysis, as well as for training professionals who work in laboratories, with the aim of reducing pre-analytical errors.