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Preparing Residents Effectively in Emergency Skills Training With a Serious Game

INTRODUCTION: Training emergency care skills is critical for patient safety but cost intensive. Serious games have been proposed as an engaging self-directed learning tool for complex skills. The objective of this study was to compare the cognitive skills and motivation of medical residents who only...

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Autores principales: Dankbaar, Mary E.W., Roozeboom, Maartje Bakhuys, Oprins, Esther A.P. B., Rutten, Frans, van Merrienboer, Jeroen J.G., van Saase, Jan L.C.M., Schuit, Stephanie C.E.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Lippincott Williams & Wilkins 2017
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5291282/
https://www.ncbi.nlm.nih.gov/pubmed/27764018
http://dx.doi.org/10.1097/SIH.0000000000000194
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author Dankbaar, Mary E.W.
Roozeboom, Maartje Bakhuys
Oprins, Esther A.P. B.
Rutten, Frans
van Merrienboer, Jeroen J.G.
van Saase, Jan L.C.M.
Schuit, Stephanie C.E.
author_facet Dankbaar, Mary E.W.
Roozeboom, Maartje Bakhuys
Oprins, Esther A.P. B.
Rutten, Frans
van Merrienboer, Jeroen J.G.
van Saase, Jan L.C.M.
Schuit, Stephanie C.E.
author_sort Dankbaar, Mary E.W.
collection PubMed
description INTRODUCTION: Training emergency care skills is critical for patient safety but cost intensive. Serious games have been proposed as an engaging self-directed learning tool for complex skills. The objective of this study was to compare the cognitive skills and motivation of medical residents who only used a course manual as preparation for classroom training on emergency care with residents who used an additional serious game. METHODS: This was a quasi-experimental study with residents preparing for a rotation in the emergency department. The “reading” group received a course manual before classroom training; the “reading and game” group received this manual plus the game as preparation for the same training. Emergency skills were assessed before training (with residents who agreed to participate in an extra pretraining assessment), using validated competency scales and a global performance scale. We also measured motivation. RESULTS: All groups had comparable important characteristics (eg, experience with acute care). Before training, the reading and game group felt motivated to play the game and spent more self-study time (+2.5 hours) than the reading group. Game-playing residents showed higher scores on objectively measured and self-assessed clinical competencies but equal scores on the global performance scale and were equally motivated for training, compared with the reading group. After the 2-week training, no differences between groups existed. CONCLUSIONS: After preparing training with an additional serious game, residents showed improved clinical competencies, compared with residents who only studied course material. After a 2-week training, this advantage disappeared. Future research should study the retention of game effects in blended designs.
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spelling pubmed-52912822017-02-15 Preparing Residents Effectively in Emergency Skills Training With a Serious Game Dankbaar, Mary E.W. Roozeboom, Maartje Bakhuys Oprins, Esther A.P. B. Rutten, Frans van Merrienboer, Jeroen J.G. van Saase, Jan L.C.M. Schuit, Stephanie C.E. Simul Healthc Empirical Investigations INTRODUCTION: Training emergency care skills is critical for patient safety but cost intensive. Serious games have been proposed as an engaging self-directed learning tool for complex skills. The objective of this study was to compare the cognitive skills and motivation of medical residents who only used a course manual as preparation for classroom training on emergency care with residents who used an additional serious game. METHODS: This was a quasi-experimental study with residents preparing for a rotation in the emergency department. The “reading” group received a course manual before classroom training; the “reading and game” group received this manual plus the game as preparation for the same training. Emergency skills were assessed before training (with residents who agreed to participate in an extra pretraining assessment), using validated competency scales and a global performance scale. We also measured motivation. RESULTS: All groups had comparable important characteristics (eg, experience with acute care). Before training, the reading and game group felt motivated to play the game and spent more self-study time (+2.5 hours) than the reading group. Game-playing residents showed higher scores on objectively measured and self-assessed clinical competencies but equal scores on the global performance scale and were equally motivated for training, compared with the reading group. After the 2-week training, no differences between groups existed. CONCLUSIONS: After preparing training with an additional serious game, residents showed improved clinical competencies, compared with residents who only studied course material. After a 2-week training, this advantage disappeared. Future research should study the retention of game effects in blended designs. Lippincott Williams & Wilkins 2017-02 2017-02-01 /pmc/articles/PMC5291282/ /pubmed/27764018 http://dx.doi.org/10.1097/SIH.0000000000000194 Text en Copyright © 2017 Society for Simulation in Healthcare This is an open-access article distributed under the terms of the Creative Commons Attribution-Non Commercial-No Derivatives License 4.0 (CCBY-NC-ND) (http://creativecommons.org/licenses/by-nc-nd/4.0/) , where it is permissible to download and share the work provided it is properly cited. The work cannot be changed in any way or used commercially without permission from the journal.
spellingShingle Empirical Investigations
Dankbaar, Mary E.W.
Roozeboom, Maartje Bakhuys
Oprins, Esther A.P. B.
Rutten, Frans
van Merrienboer, Jeroen J.G.
van Saase, Jan L.C.M.
Schuit, Stephanie C.E.
Preparing Residents Effectively in Emergency Skills Training With a Serious Game
title Preparing Residents Effectively in Emergency Skills Training With a Serious Game
title_full Preparing Residents Effectively in Emergency Skills Training With a Serious Game
title_fullStr Preparing Residents Effectively in Emergency Skills Training With a Serious Game
title_full_unstemmed Preparing Residents Effectively in Emergency Skills Training With a Serious Game
title_short Preparing Residents Effectively in Emergency Skills Training With a Serious Game
title_sort preparing residents effectively in emergency skills training with a serious game
topic Empirical Investigations
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5291282/
https://www.ncbi.nlm.nih.gov/pubmed/27764018
http://dx.doi.org/10.1097/SIH.0000000000000194
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