客观结构化临床考试游戏：用于客观结构化临床考试培训的严肃游戏。

OSCEGame: A serious game for OSCE training.

机构信息

Université de Paris, CRESS, EPOPE Team, INSERM, INRA, Paris, France.

Department of Odontology, AP-HP, Charles Foix Hospital, Ivry-sur-Seine, France.

出版信息

Eur J Dent Educ. 2021 Nov;25(4):657-663. doi: 10.1111/eje.12643. Epub 2020 Dec 30.

DOI:10.1111/eje.12643

PMID:33314541

Abstract

BACKGROUND

Objective Structured Clinical Examinations (OSCEs) are amongst the most anxiety-provoking competency assessment methods. An online serious game (OSCEGame) was developed and implemented within the OSCE curriculum. This study aimed to evaluate the usefulness of this serious game on preparedness and reducing OSCE-related stress.

METHODS

A serious game was designed to help dental students train for OSCEs. Two game courses (4 stations each) were designed according to year of undergraduate training (4 and 5 year), based on 6 pre-existing multi-competency OSCE stations. The OSCEGame was available online on a learning platform 4 to 6 weeks before the summative OSCEs. Game use was evaluated by analysing connection data. Preparedness, stress and time management skills were assessed using a questionnaire following the summative OCSEs. The results of 4 -year students (OSCE naive population) were compared to those of 5 -year students to assess usefulness and benefits of such preparation method.

RESULTS

In total, 97% and 60% of the students in 4 year and 5 year, respectively, used the game. The game was seen as an essential preparation tool to reduce anxiety (for 60% of all students) and increase time management skills (65% of all students). However, significant differences were observed between 4 and 5 -year students (anxiety reduction: 65% vs. 22%, p < 0.001; time management skills: 59% vs. 41%, p < 0.05) suggesting that it is most useful for OSCE naive students.

CONCLUSION

This serious game is a useful time efficient online tool, for OSCE preparation, especially in OSCE naive students.

摘要

背景

客观结构化临床考试（OSCE）是最具焦虑诱发能力评估方法之一。一个在线严肃游戏（OSCEGame）已在 OSCE 课程中开发和实施。本研究旨在评估这种严肃游戏在准备和减少 OSCE 相关压力方面的有用性。

方法

设计了一个严肃游戏来帮助牙科学生为 OSCE 做准备。根据本科培训年限（4 年和 5 年），设计了两个游戏课程（每个课程 4 个站），基于 6 个预先存在的多能力 OSCE 站。OSCEGame 可在总结性 OSCE 前 4 至 6 周在学习平台上在线使用。通过分析连接数据评估游戏使用情况。总结性 OSCE 后使用问卷评估准备情况、压力和时间管理技能。将 4 年制学生（OSCE 新手群体）的结果与 5 年制学生的结果进行比较，以评估这种准备方法的有用性和好处。

结果

共有 97%和 60%的 4 年制和 5 年制学生分别使用了该游戏。该游戏被视为减少焦虑（对所有学生的 60%）和提高时间管理技能（所有学生的 65%）的重要准备工具。然而，在 4 年制和 5 年制学生之间观察到显著差异（焦虑减轻：65%对 22%，p<0.001；时间管理技能：59%对 41%，p<0.05），表明它对 OSCE 新手学生最有用。