Background. In recent years, the use of digital serious games in the education of healthcare students and professionals has been frequent. However, there are no high-level evidence studies focused on the effect of this tool in the development of patient care-related competencies in pharmacy education. Aim. To assess the effect of digital serious games on learning about patient care in pharmacy education. Methods. The Cochrane Library, ERIC, Embase, IPA, LILACS, PubMed, Scopus, and Web of Science databases were reviewed to identify relevant studies published up to October 2, 2018. Standardized and non-standardized terms including “games,” “serious games,” “pharmacy education,” “pharmacists,” and “pharmacy students” were used as search terms. The quality of the studies was assessed using validated tools. Results and Discussion. Of the 1,521 studies reviewed, seven met the eligibility criteria. Three studies were performed in the United States (42.85%). The most-frequent design studies were randomized controlled studies (n = 3; 42.85%). The number of participants ranged between 6 and 354. In most cases, game scenarios were based on simulations in which users performed the role of the pharmacist (n = 5; 71.42%). The predominant primary outcome was attitudes (n = 5; 71.42%) related to patient care. Only one study (14.27%) demonstrated significant improvements in the assessed primary outcomes. The methodology of the included studies lacked robustness. Conclusion. The effect of learning technological tools on patient care-related competencies was not significant in most of the included studies. Future studies must provide high-quality, integrated-manner evidence on the effect of digital serious games in pharmacy education (knowledge, skills, and attitudes) to facilitate the transfer of learning to real-life scenarios and changes in organizational practices.

背景。近年来，在医疗专业学生和专业人员的教育中经常使用数字严肃游戏。但是，目前尚无针对该工具在药房教育中与患者护理相关能力发展中作用的高水平证据研究。目的。评估数字严肃游戏在药学教育中学习病人护理的效果。方法。审查了Cochrane图书馆，ERIC，Embase，IPA，LILACS，PubMed，Scopus和Web of Science数据库，以确定截至2018年10月2日发表的相关研究。标准化和非标准化术语包括“游戏”，“认真的游戏”，“药学教育”，“药剂师”和“药学学生”被用作搜索词。使用经过验证的工具评估研究的质量。结果与讨论。在审查的1,521项研究中，有7项符合资格标准。在美国进行了三项研究（42.85％）。最频繁的设计研究是随机对照研究（n = 3； 42.85％）。参与者的数量在6到354之间。在大多数情况下，游戏场景是基于模拟的，其中用户扮演了药剂师的角色（n = 5； 71.42％）。主要的主要结局是与患者护理相关的态度（n = 5； 71.42％）。只有一项研究（14.27％）显示出评估的主要结局显着改善。纳入研究的方法论缺乏鲁棒性。结论。学习的效果在大多数纳入研究中，与患者护理相关能力有关的技术工具并不重要。未来的研究必须提供有关数字严肃游戏在药房教育（知识，技能和态度）中所产生作用的高质量，综合方式的证据，以促进学习向现实情况的转移以及组织实践的变化。