Lindquist Benjamin, Gaiha Shivani M, Vasudevan Arjun, Dooher Sean, Leggio William, Mulkerin William, Zozula Alexander, Strehlow Matthew, Sebok-Syer Stefanie S, Mahadevan Swaminatha V
Department of Emergency Medicine Stanford University Stanford California USA.
Department of Pediatrics Stanford University Stanford California USA.
AEM Educ Train. 2021 May 6;5(3):e10602. doi: 10.1002/aet2.10602. eCollection 2021 Jul.
Increasing access to high-quality emergency and prehospital care is an important priority in low- and middle-income countries (LMICs). However, ensuring that emergency medical technicians (EMTs) maintain their clinical knowledge and proficiency with procedural skills is challenging, as continuing education requirements are still being introduced, and clinical instructional efforts need strengthening. We describe the development and implementation of an innovative asynchronous learning tool for EMTs in the form of a Web-based trivia game.
Over 500 case-based multiple-choice questions (covering 10 essential prehospital content areas) were created by experts in prehospital education, piloted with EMT educators from LMICs, and delivered to EMTs through a Web-based quiz game platform over a 12-week period. We enrolled 252 participants from nine countries.
Thirty-two participants (12.7%) completed the entire 12-week game. Participants who completed the game were administered a survey with a 100% response rate. Ninety-three percent of participants used their mobile phone to access the game. Overall, participants reported that the interface was easy to use (93.8% agreed or strongly agreed), the game improved their knowledge (100% agreed or strongly agreed), and they felt better prepared for their jobs (100% agreed or strongly agreed). The primary motivators for participation were improving patient care (37.5%) and being recognized on the game's leaderboard (31.3%). All participants reported that they would engage in the game again (43.8% agreed and 56.3% strongly agreed) and would recommend the game to their colleagues (34.4% agreed and 65.6% strongly agreed).
In conclusion, a quiz game targeting EMT learners from LMICs was viewed as accessible and effective by participants. Future efforts should focus on increasing retention and trialing languages in addition to English.
在低收入和中等收入国家（LMICs），增加获得高质量急诊和院前护理的机会是一项重要优先事项。然而，确保急诊医疗技术人员（EMT）保持其临床知识和程序技能的熟练程度具有挑战性，因为继续教育要求仍在引入，临床教学工作需要加强。我们描述了一种以基于网络的问答游戏形式为EMT开发和实施的创新异步学习工具。
由院前教育专家创建了500多个基于案例的多项选择题（涵盖10个基本的院前内容领域），在来自LMICs的EMT教育工作者中进行了试点，并在12周内通过基于网络的问答游戏平台提供给EMT。我们招募了来自9个国家的252名参与者。
32名参与者（12.7%）完成了整个12周的游戏。对完成游戏的参与者进行了一项调查，回复率为100%。93%的参与者使用手机访问游戏。总体而言，参与者报告说界面易于使用（93.8%同意或强烈同意），游戏提高了他们的知识（100%同意或强烈同意），并且他们对工作的准备感觉更好（100%同意或强烈同意）。参与的主要动机是改善患者护理（37.5%）和在游戏排行榜上获得认可（31.3%）。所有参与者报告说他们会再次参与游戏（43.8%同意，56.3%强烈同意），并会向同事推荐该游戏（34.4%同意，65.6%强烈同意）。
总之，针对来自LMICs的EMT学习者的问答游戏被参与者认为是可访问且有效的。未来的努力应集中在提高留存率以及除英语外试用其他语言。
