Phungoen Pariwat, Promto Songwoot, Chanthawatthanarak Sivit, Maneepong Sawitree, Apiratwarakul Korakot, Kotruchin Praew, Mitsungnern Thapanawong
Department of Emergency Medicine, Faculty of Medicine, Khon Kaen University, Khon Kaen, Thailand.
CPR Training Unit, Srinagarind Hospital, Faculty of Medicine, Khon Kaen University, Khon Kaen, Thailand.
J Med Internet Res. 2020 Mar 9;22(3):e16987. doi: 10.2196/16987.
In the past several years, gamified learning has been growing in popularity in various medical educational contexts including cardiopulmonary resuscitation (CPR) training. Furthermore, prior work in Basic Life Support (BLS) training has demonstrated the benefits of serious games as a method for pretraining among medical students. However, there is little evidence to support these benefits with regard to Advanced Life Support (ALS) training.
We compare the effects of a brief precourse ALS preparation using a serious smartphone game on student knowledge, skills, and perceptions in this area with those of conventional ALS training alone.
A serious game (Resus Days) was developed by a Thai physician based on global ALS clinical practice guidelines. Fifth-year medical students were enrolled and randomized to either the game group or the control group. Participants in both groups attended a traditional ALS lecture, but the game group was assigned to play Resus Days for 1 hour before attending the lecture and were allowed to play as much as they wished during the training course. All students underwent conventional ALS training, and their abilities were evaluated using multiple-choice questions and with hands-on practice on a mannequin. Subject attitudes and perceptions about the game were evaluated using a questionnaire.
A total of 105 students participated in the study and were randomly assigned to either the game group (n=52) or the control group (n=53). Students in the game group performed better on the ALS algorithm knowledge posttest than those in the control group (17.22 [SD 1.93] vs 16.60 [SD 1.97], P=.01; adjusted mean difference [AMD] 0.93; 95% CI 0.21-1.66). The game group's pass rate on the skill test was also higher but not to a statistically significant extent (79% vs 66%, P=.09; adjusted odds ratio [AOR] 2.22; 95% CI 0.89-5.51). Students indicated high satisfaction with the game (9.02 [SD 1.11] out of 10).
Engaging in game-based preparation prior to an ALS training course resulted in better algorithm knowledge scores for medical students than attending the course alone.
Thai Clinical Trials Registry HE611533; https://tinyurl.com/wmbp3q7.
在过去几年中，游戏化学习在包括心肺复苏（CPR）培训在内的各种医学教育环境中越来越受欢迎。此外，先前在基础生命支持（BLS）培训方面的工作已经证明了严肃游戏作为医学生预培训方法的益处。然而，关于高级生命支持（ALS）培训的这些益处，几乎没有证据支持。
我们比较使用一款严肃的智能手机游戏进行简短的课前ALS准备对学生在该领域的知识、技能和认知的影响与仅进行传统ALS培训的影响。
一名泰国医生根据全球ALS临床实践指南开发了一款严肃游戏（《复苏日》）。招募了五年级医学生并将他们随机分为游戏组或对照组。两组参与者都参加了传统的ALS讲座，但游戏组被分配在参加讲座前玩1小时的《复苏日》，并且在培训课程期间可以根据自己的意愿尽情玩耍。所有学生都接受了传统的ALS培训，并使用多项选择题和在人体模型上进行实践操作来评估他们的能力。使用问卷评估学生对游戏的态度和认知。
共有105名学生参与了该研究，并被随机分配到游戏组（n = 52）或对照组（n = 53）。游戏组学生在ALS算法知识后测中的表现优于对照组（17.22[标准差1.93]对16.60[标准差1.97]，P = 0.01；调整后平均差异[AMD]0.93；95%置信区间0.21 - 1.66）。游戏组在技能测试中的通过率也更高，但在统计学上没有显著差异（79%对66%，P = 0.09；调整后优势比[AOR]2.22；95%置信区间0.89 - 5.51）。学生对游戏表示高度满意（满分10分，得分为9.02[标准差1.11]）。
在ALS培训课程之前进行基于游戏的准备，医学生的算法知识得分比仅参加课程更好。
泰国临床试验注册中心HE611533；https://tinyurl.com/wmbp3q7。
