From the Department of Anesthesiology and Critical Care (R.H.S.), Houston Methodist Hospital, Houston, TX; Department of Anesthesiology and Perioperative Medicine (Y.M.H.), David Geffen School of Medicine at UCLA; UCLA Simulation Center (Y.M.H.); National Center for Research on Evaluation, Standards, and Student Testing (CRESST) (M.R.I.); CRESST (J.J.L., A.D.K.), Los Angeles, CA; Department of Surgery (A.T.), David Geffen School of Medicine at UCLA; UCLA Center for Advanced Surgical & Interventional Technology Accredited Education Institute (A.T.), Los Angeles; Consultant, (M.D.D.R.) Claremont, CA; UCLA Graduate School of Education and Information Studies (R.L.); David Geffen School of Medicine at UCLA Dean's Office/UCLA Simulation Center (R.K.); UCLA Graduate School of Education and Information Studies (F.R.); Department of Medicine (F.R.), David Geffen School of Medicine at UCLA, Los Angeles, CA; Department of Culture & Communication (S.M.S.), Linköping Universitet, Linköping, Sweden; Department of Surgery (Y.-Y.J.), David Geffen School of Medicine at UCLA, Los Angeles; Community Memorial Health System (C.R.), Ventura; Department of Anesthesiology and Perioperative Medicine (S.P.P.), David Geffen School of Medicine at UCLA; and UCLA Graduate School of Education and Information Studies (N.M.W.), Los Angeles, CA.
Simul Healthc. 2021 Oct 1;16(5):318-326. doi: 10.1097/SIH.0000000000000510.
The need for teamwork training is well documented; however, teaching these skills is challenging given the logistics of assembling individual team members together to train in person. We designed 2 modes of screen-based simulation for training teamwork skills to assess whether interactivity with nonplayer characters was necessary for in-game performance gains or for player satisfaction with the experience.
Mixed, randomized, repeated measures study with licensed healthcare providers block-stratified and randomized to evaluation-participant observes and evaluates the team player in 3 scenarios-and game play-participant is immersed as the leader in the same 3 scenarios. Teamwork construct scores (leadership, communication, situation monitoring, mutual support) from an ontology-based, Bayesian network assessment model were analyzed using mixed randomized repeated measures analyses of variance to compare performance, across scenarios and modes. Learning was measured by pretest and posttest quiz scores. User experience was evaluated using χ2 analyses.
Among 166 recruited and randomized participants, 120 enrolled in the study and 109 had complete data for analysis. Mean composite teamwork Bayesian network scores improved for successive scenarios in both modes, with evaluation scores statistically higher than game play for every teamwork construct and scenario (r = 0.73, P = 0.000). Quiz scores improved from pretest to posttest (P = 0.004), but differences between modes were not significant.
For training teamwork skills using screen-based simulation, interactivity of the player with the nonplayer characters is not necessary for in-game performance gains or for player satisfaction with the experience.
团队合作培训的需求有充分的文献记载；然而，由于将各个团队成员聚集在一起进行面对面培训的后勤工作具有挑战性，因此教授这些技能具有一定难度。我们设计了 2 种基于屏幕的模拟培训模式，以评估与非玩家角色的互动是否对于游戏中的表现提升或玩家对体验的满意度是必要的。
混合、随机、重复测量研究，具有执照的医疗保健提供者按块分层和随机分组进行评估-参与者观察和评估 3 个场景中的团队成员-和游戏玩法-参与者作为领导者沉浸在相同的 3 个场景中。使用基于本体的贝叶斯网络评估模型的团队合作结构分数（领导力、沟通、情况监测、相互支持），通过混合随机重复测量方差分析进行分析，以比较不同场景和模式下的表现。学习通过前测和后测测验分数来衡量。使用 χ2 分析评估用户体验。
在招募和随机分组的 166 名参与者中，有 120 名参加了研究，有 109 名参与者有完整的数据进行分析。在两种模式下，连续场景中的团队合作贝叶斯网络综合得分均有所提高，评估得分在每个团队合作结构和场景中均高于游戏得分（r = 0.73，P = 0.000）。测验分数从预测试提高到后测试（P = 0.004），但模式之间的差异不显著。
对于使用基于屏幕的模拟进行团队合作技能培训，玩家与非玩家角色的互动对于游戏中的表现提升或玩家对体验的满意度并非必要。
