Cutumisu Maria, Ghoman Simran K, Lu Chang, Patel Siddhi D, Garcia-Hidalgo Catalina, Fray Caroline, Brown Matthew R G, Greiner Russell, Schmölzer Georg M
Department of Educational Psychology, Faculty of Education, University of Alberta, Edmonton, AB, Canada.
Centre for the Studies of Asphyxia and Resuscitation, Neonatal Research Unit, Royal Alexandra Hospital, Edmonton, AB, Canada.
JMIR Serious Games. 2020 Dec 21;8(4):e21855. doi: 10.2196/21855.
Neonatal resuscitation involves a complex sequence of actions to establish an infant's cardiorespiratory function at birth. Many of these responses, which identify the best action sequence in each situation, are taught as part of the recurrent Neonatal Resuscitation Program training, but they have a low incidence in practice, which leaves health care providers (HCPs) less prepared to respond appropriately and efficiently when they do occur. Computer-based simulators are increasingly used to complement traditional training in medical education, especially in the COVID-19 pandemic era of mass transition to digital education. However, it is not known how learners' attitudes toward computer-based learning and assessment environments influence their performance.
This study explores the relation between HCPs' attitudes toward a computer-based simulator and their performance in the computer-based simulator, RETAIN (REsuscitation TrAINing), to uncover the predictors of performance in computer-based simulation environments for neonatal resuscitation.
Participants were 50 neonatal HCPs (45 females, 4 males, 1 not reported; 16 respiratory therapists, 33 registered nurses and nurse practitioners, and 1 physician) affiliated with a large university hospital. Participants completed a demographic presurvey before playing the game and an attitudinal postsurvey after completing the RETAIN game. Participants' survey responses were collected to measure attitudes toward the computer-based simulator, among other factors. Knowledge on neonatal resuscitation was assessed in each round of the game through increasingly difficult neonatal resuscitation scenarios. This study investigated the moderating role of mindset on the association between the perceived benefits of understanding the terminology used in the computer-based simulator, RETAIN, and their performance on the neonatal resuscitation tasks covered by RETAIN.
The results revealed that mindset moderated the relation between participants' perceived terminology used in RETAIN and their actual performance in the game (F=4.56, R=0.24, adjusted R=0.19; P=.007; estimate=-1.19, SE=0.38, t=-3.12, 95% CI -1.96 to -0.42; P=.003). Specifically, participants who perceived the terminology useful also performed better but only when endorsing more of a growth mindset; they also performed worse when endorsing more of a fixed mindset. Most participants reported that they enjoyed playing the game. The more the HCPs agreed that the terminology in the tutorial and in the game was accessible, the better they performed in the game, but only when they reported endorsing a growth mindset exceeding the average mindset of all the participants (F=6.31, R=0.30, adjusted R=0.25; P=.001; estimate=-1.21, SE=0.38, t=-3.16, 95% CI -1.99 to -0.44; P=.003).
Mindset moderates the strength of the relationship between HCPs' perception of the role that the terminology employed in a game simulator has on their performance and their actual performance in a computer-based simulator designed for neonatal resuscitation training. Implications of this research include the design and development of interactive learning environments that can support HCPs in performing better on neonatal resuscitation tasks.
新生儿复苏涉及一系列复杂的操作，旨在在婴儿出生时建立其心肺功能。这些应对措施中的许多，即确定每种情况下最佳操作顺序的措施，都作为新生儿复苏项目定期培训的一部分进行传授，但在实际操作中其发生率较低，这使得医疗保健人员（HCPs）在这些情况发生时，缺乏适当且高效应对的准备。基于计算机的模拟器越来越多地被用于补充医学教育中的传统培训，尤其是在向数字教育大规模转变的新冠疫情时代。然而，尚不清楚学习者对基于计算机的学习和评估环境的态度如何影响他们的表现。
本研究探讨医疗保健人员对基于计算机的模拟器的态度与他们在基于计算机的模拟器“RETAIN（复苏培训）”中的表现之间的关系，以揭示在基于计算机的新生儿复苏模拟环境中表现的预测因素。
参与者为50名隶属于一家大型大学医院的新生儿医疗保健人员（45名女性，4名男性，1名未报告性别；16名呼吸治疗师、33名注册护士和执业护士以及1名医生）。参与者在玩游戏前完成一份人口统计学预调查，并在完成“RETAIN”游戏后完成一份态度后调查。收集参与者的调查回复，以测量他们对基于计算机的模拟器等因素的态度。在游戏的每一轮中，通过难度逐渐增加的新生儿复苏场景评估新生儿复苏知识。本研究调查了思维模式在理解基于计算机的模拟器“RETAIN”中使用的术语的感知益处与其在“RETAIN”涵盖的新生儿复苏任务中的表现之间的关联中的调节作用。
结果显示，思维模式调节了参与者对“RETAIN”中使用的术语的感知与其在游戏中的实际表现之间的关系（F = 4.56，R = 0.24，调整后R = 0.19；P = 0.007；估计值 = -1.19，标准误 = 0.38，t = -3.12，95%置信区间 -1.96至 -0.42；P = 0.003）。具体而言，认为术语有用的参与者表现也更好，但前提是他们更认同成长型思维模式；当他们更认同固定型思维模式时，表现也更差。大多数参与者表示他们喜欢玩这个游戏。医疗保健人员越认同教程和游戏中的术语易于理解，他们在游戏中的表现就越好，但前提是他们报告认同的成长型思维模式超过所有参与者的平均思维模式（F = 6.31，R = 0.30，调整后R = 0.25；P = 0.001；估计值 = -1.21，标准误 = 0.38，t = -3.16，95%置信区间 -1.99至 -0.44；P = 0.003）。
思维模式调节了医疗保健人员对游戏模拟器中使用的术语对其表现的作用的认知与其在为新生儿复苏培训设计的基于计算机的模拟器中的实际表现之间关系的强度。本研究的意义包括设计和开发交互式学习环境，以支持医疗保健人员在新生儿复苏任务中表现得更好。
