即时超声检查培训中游戏化方法与传统方法有效性的比较。
A comparison between the effectiveness of a gamified approach with the conventional approach in point-of-care ultrasonographic training.
作者信息
Lai Aaron Kuo Huo, Noor Azhar Abdul Muhaimin Bin, Bustam Aidawati Binti, Tiong Xun Ting, Chan Hiang Chuan, Ahmad Rashidi Bin, Chew Keng Sheng
机构信息
Emergency and Trauma Department, Sarawak General Hospital, 93586, Kuching, Sarawak, Malaysia.
Faculty of Medicine, University of Malaya, Jalan Universiti, Wilayah Persekutuan Kuala Lumpur, 50603, Kuala Lumpur, Malaysia.
出版信息
BMC Med Educ. 2020 Aug 12;20(1):263. doi: 10.1186/s12909-020-02173-7.
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 = 0.4 and F(2, 58) = 3.06, p = 0.06, partial η = 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.
背景
尽管游戏化能提高用户参与度，但其在即时超声检查培训中的有效性尚未完全确立。本研究的主要目的是评估其与传统方法相比在即时超声检查培训中的有效性。
方法
由初级医生组成的参与者被随机分为（1）游戏化或（2）传统教育方法进行超声检查培训。
结果
共有31名初级医生参与了本研究（游戏化组16名参与者，传统组15名参与者，其中传统组有1名参与者因工作原因退出）。双向混合方差分析表明，对于理论知识得分和实践技能得分，教育方法类型和测试时间（预测试、后测试、培训后2个月）之间均无统计学上的显著交互作用，F值分别为（2, 58） = 39.6，p < 0.001，偏η = 0.4和F（2, 58） = 3.06，p = 0.06，偏η = 0.095。对于理论知识得分，两两比较显示，培训后2个月的平均得分（20.28 +/- 0.70，95%可信区间18.87 - 21.69）和后测试平均得分（20.27 +/- 0.65，95%可信区间18.94 - 21.60）均优于预测试得分（12.99 +/- 0.50，95%可信区间11.97 - 14.00），这两个比较的p值均 < 0.001。同样，对于实践技能得分，两两比较显示，培训后2个月的平均得分（20.28 +/- 0.70，95%可信区间18.87 - 21.69）和后测试平均得分（20.27 +/- 0.65，95%可信区间18.94 - 21.60）也优于预测试得分（12.99 +/- 0.50，95%可信区间11.97 - 14.00），这两个比较的p值也均 < 0.001。游戏化组的参与者普遍认为各种游戏元素和游戏机制有助于并激励他们学习超声检查。
结论
在即时超声检查培训中，游戏化方法可能是传统方法的一种有效替代方法。
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