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A comparison between the effectiveness of a gamified approach with the conventional approach in point-of-care ultrasonographic training
BACKGROUND: Although gamification increases user engagement, its effectiveness in point-of-care ultrasonographic training has yet to be fully established. This study was conducted with the primary outcome of evaluating its effectiveness in point-of-care ultrasonographic training as compared to conve...
Autores principales: | , , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
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BioMed Central
2020
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7425000/ https://www.ncbi.nlm.nih.gov/pubmed/32787921 http://dx.doi.org/10.1186/s12909-020-02173-7 |
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author | Lai, Aaron Kuo Huo Noor Azhar, Abdul Muhaimin bin Bustam, Aidawati binti Tiong, Xun Ting Chan, Hiang Chuan Ahmad, Rashidi bin Chew, Keng Sheng |
author_facet | Lai, Aaron Kuo Huo Noor Azhar, Abdul Muhaimin bin Bustam, Aidawati binti Tiong, Xun Ting Chan, Hiang Chuan Ahmad, Rashidi bin Chew, Keng Sheng |
author_sort | Lai, Aaron Kuo Huo |
collection | PubMed |
description | BACKGROUND: Although gamification increases user engagement, its effectiveness in point-of-care ultrasonographic training has yet to be fully established. This study was conducted with the primary outcome of evaluating its effectiveness in point-of-care ultrasonographic training as compared to conventional approach. METHODS: Participants consisting of junior doctors were randomized into either the (1) gamified or the (2) conventional educational approach for ultrasonographic training. RESULTS: A total of 31 junior doctors participated in this study (16 participants in gamified arm, 15 in the conventional arm after one participant from the conventional arm dropped out due to work commitment). Two-way mixed ANOVA test showed that there was no statistically significant interaction between the types of educational approach and time of testing (pre-test, post-test, 2 months post-training) for both theoretical knowledge score and practical skills score, with F(2, 58) = 39.6, p < 0.001, partial η(2) = 0.4 and F(2, 58) = 3.06, p = 0.06, partial η(2) = 0.095, respectively. For theoretical knowledge score, pairwise comparisons showed that the mean 2 months post-training scores (20.28 +/− 0.70, 95% CI 18.87–21.69) and mean post-test scores (20.27 +/− 0.65, 95% CI 18.94–21.60) were better than the pre-test scores (12.99 +/− 0.50, 95% CI 11.97–14.00) with p-values < 0.001 for both comparisons respectively. Similarly, for practical skill score, pairwise comparisons showed that the mean 2 months post-training scores (20.28 +/− 0.70, 95% CI 18.87–21.69) and mean post-test scores (20.27 +/− 0.65, 95% CI 18.94–21.60) were also better than the pre-test scores (12.99 +/− 0.50, 95% CI 11.97–14.00) with p-values < 0.001 for both comparisons respectively. Participants in the gamification arm generally perceived the various game elements and game mechanics as useful in contributing and motivating them to learn ultrasonography. CONCLUSIONS: Gamification approach could be an effective alternative to conventional approach in point-of-care ultrasonographic training. |
format | Online Article Text |
id | pubmed-7425000 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2020 |
publisher | BioMed Central |
record_format | MEDLINE/PubMed |
spelling | pubmed-74250002020-08-16 A comparison between the effectiveness of a gamified approach with the conventional approach in point-of-care ultrasonographic training Lai, Aaron Kuo Huo Noor Azhar, Abdul Muhaimin bin Bustam, Aidawati binti Tiong, Xun Ting Chan, Hiang Chuan Ahmad, Rashidi bin Chew, Keng Sheng BMC Med Educ Research Article BACKGROUND: Although gamification increases user engagement, its effectiveness in point-of-care ultrasonographic training has yet to be fully established. This study was conducted with the primary outcome of evaluating its effectiveness in point-of-care ultrasonographic training as compared to conventional approach. METHODS: Participants consisting of junior doctors were randomized into either the (1) gamified or the (2) conventional educational approach for ultrasonographic training. RESULTS: A total of 31 junior doctors participated in this study (16 participants in gamified arm, 15 in the conventional arm after one participant from the conventional arm dropped out due to work commitment). Two-way mixed ANOVA test showed that there was no statistically significant interaction between the types of educational approach and time of testing (pre-test, post-test, 2 months post-training) for both theoretical knowledge score and practical skills score, with F(2, 58) = 39.6, p < 0.001, partial η(2) = 0.4 and F(2, 58) = 3.06, p = 0.06, partial η(2) = 0.095, respectively. For theoretical knowledge score, pairwise comparisons showed that the mean 2 months post-training scores (20.28 +/− 0.70, 95% CI 18.87–21.69) and mean post-test scores (20.27 +/− 0.65, 95% CI 18.94–21.60) were better than the pre-test scores (12.99 +/− 0.50, 95% CI 11.97–14.00) with p-values < 0.001 for both comparisons respectively. Similarly, for practical skill score, pairwise comparisons showed that the mean 2 months post-training scores (20.28 +/− 0.70, 95% CI 18.87–21.69) and mean post-test scores (20.27 +/− 0.65, 95% CI 18.94–21.60) were also better than the pre-test scores (12.99 +/− 0.50, 95% CI 11.97–14.00) with p-values < 0.001 for both comparisons respectively. Participants in the gamification arm generally perceived the various game elements and game mechanics as useful in contributing and motivating them to learn ultrasonography. CONCLUSIONS: Gamification approach could be an effective alternative to conventional approach in point-of-care ultrasonographic training. BioMed Central 2020-08-12 /pmc/articles/PMC7425000/ /pubmed/32787921 http://dx.doi.org/10.1186/s12909-020-02173-7 Text en © The Author(s). 2020 Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated in a credit line to the data. |
spellingShingle | Research Article Lai, Aaron Kuo Huo Noor Azhar, Abdul Muhaimin bin Bustam, Aidawati binti Tiong, Xun Ting Chan, Hiang Chuan Ahmad, Rashidi bin Chew, Keng Sheng A comparison between the effectiveness of a gamified approach with the conventional approach in point-of-care ultrasonographic training |
title | A comparison between the effectiveness of a gamified approach with the conventional approach in point-of-care ultrasonographic training |
title_full | A comparison between the effectiveness of a gamified approach with the conventional approach in point-of-care ultrasonographic training |
title_fullStr | A comparison between the effectiveness of a gamified approach with the conventional approach in point-of-care ultrasonographic training |
title_full_unstemmed | A comparison between the effectiveness of a gamified approach with the conventional approach in point-of-care ultrasonographic training |
title_short | A comparison between the effectiveness of a gamified approach with the conventional approach in point-of-care ultrasonographic training |
title_sort | comparison between the effectiveness of a gamified approach with the conventional approach in point-of-care ultrasonographic training |
topic | Research Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7425000/ https://www.ncbi.nlm.nih.gov/pubmed/32787921 http://dx.doi.org/10.1186/s12909-020-02173-7 |
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