D. Tsoy is a resident physician, Family Medicine, Western University, London, Ontario, Canada; at the time of this project, he was a medical student, Niagara Campus of the Michael G. DeGroote School of Medicine, McMaster University, Hamilton, Ontario, Canada. P. Sneath is a resident physician, Royal College of Physicians and Surgeons of Canada Emergency Medicine Program, McMaster University, Hamilton, Ontario, Canada; at the time of this project, she was a medical student, Niagara Campus of the Michael G. DeGroote School of Medicine, McMaster University, Hamilton, Ontario, Canada. J. Rempel is a resident physician, Family Medicine, University of Ottawa, Ottawa, Ontario, Canada; at the time of this project, he was a medical student, Niagara Campus of the Michael G. DeGroote School of Medicine, McMaster University, Hamilton, Ontario, Canada. S. Huang is a medical student, College of Medicine, University of Saskatchewan, Regina, Saskatchewan, Canada. N. Bodnariuc is a baccalaureate student, Bachelor of Health Sciences Program, McMaster University, Hamilton, Ontario, Canada. M. Mercuri is assistant professor, Division of Emergency Medicine, Department of Medicine, McMaster University, Hamilton, Ontario, Canada; ORCID: https://orcid.org/0000-0001-8070-9615. A. Pardhan is associate professor, Division of Emergency Medicine, Department of Medicine and Department of Pediatrics; program director, Royal College of Physicians and Surgeons of Canada Emergency Medicine Program, McMaster University; and physician site lead, Hamilton General Hospital Emergency Department, Hamilton, Ontario, Canada. T.M. Chan is assistant professor, Division of Emergency Medicine, Department of Medicine; teacher, Michael G. DeGroote School of Medicine; adjunct scientist, McMaster Education Research, Innovation, and Theory (MERIT) Center; and program director, Clinician Educator Area of Focused Competency Program, McMaster University, Hamilton, Ontario, Canada; ORCID: https://orcid.org/0000-0001-6104-462X.
Acad Med. 2019 Jan;94(1):66-70. doi: 10.1097/ACM.0000000000002340.
As patient volumes increase, it is becoming increasingly important to find novel ways to teach junior medical learners about the intricacies of managing multiple patients simultaneously and about working in a resource-limited environment.
Serious games (i.e., games not intended purely for fun) are a teaching modality that have been gaining momentum as teaching tools in medical education. From May 2016 to August 2017, the authors designed and tested a serious game, called GridlockED, to provide a focused educational experience for medical trainees to learn about multipatient care and patient flow. The game allows as many as six people to play it at once. Gameplay relies on the players working collaboratively (as simulated members of a medical team) to triage, treat, and disposition "patients" in a manner that simulates true emergency department operations. After researching serious games, the authors developed the game through an iterative design process. Next, the game underwent preliminary peer review by experienced gamers and practicing clinicians, whose feedback the authors used to adjust the game. Attending physicians, nurses, and residents have tested GridlockED for usability, fidelity, acceptability, and applicability.
On the basis of initial testing, clinicians suggest that this game will be useful and has fidelity for teaching patient-flow concepts.
Further play testing will be needed to fully examine learning opportunities for various populations of trainees and for various media. GridlockED may also serve as a model for developing other games to teach about processes in other environments or specialties.
随着患者数量的增加，寻找新的方法来向初级医学学习者教授同时管理多个患者的复杂性以及在资源有限的环境中工作的知识变得越来越重要。
严肃游戏（即并非纯粹为了娱乐而设计的游戏）作为医学教育中的一种教学模式，其作为教学工具的地位日益凸显。从 2016 年 5 月到 2017 年 8 月，作者设计并测试了一款名为 GridlockED 的严肃游戏，为医学实习生提供了一个专注于多患者护理和患者流程的集中教育体验。这款游戏最多可允许 6 人同时参与。游戏玩法依赖于玩家协作（模拟医疗团队成员），以分诊、治疗和处置“患者”，模拟真实的急诊操作。在研究严肃游戏之后，作者通过迭代设计过程开发了这款游戏。接下来，游戏接受了经验丰富的游戏玩家和执业临床医生的初步同行评审，作者根据他们的反馈来调整游戏。主治医生、护士和住院医师已经对 GridlockED 的可用性、保真度、可接受性和适用性进行了测试。
根据初步测试，临床医生认为这款游戏将非常有用，并且在教授患者流程概念方面具有很高的保真度。
需要进一步进行游戏测试，以充分研究各种受训人群和各种媒体的学习机会。GridlockED 也可以作为开发其他游戏的模型，用于教授其他环境或专业的流程。
