Gue Shayne, Ray Joseph, Ganti Latha
Emergency Medicine Residency Program, AdventHealth Orlando, Orlando, FL, USA.
Emergency Medicine Residency Program, University of Central Florida/HCA Healthcare GME (Greater Orlando), FL, Orlando, USA.
Int J Emerg Med. 2022 Aug 30;15(1):41. doi: 10.1186/s12245-022-00445-1.
Our program implemented East EMWars, a year-long, longitudinal game that added competition to our existing curricular content. We surveyed residents to investigate the impact of gamification in emergency medicine residency training. We hypothesized that residents would report higher levels of motivation, engagement, and challenge with gamification compared to traditional didactics. Furthermore, we hypothesized that residents would exhibit generally positive perceptions about gamification as a learning tool and that it would translate to improved performance on the annual in-training examination.
This was a single-center, prospective pre- and post-intervention survey study at a community-based emergency medicine residency program. Given the multiplicity of research questions and inherent nature of educational research, a mixed methods approach was utilized. We utilized nonparametric testing for quantitative data with paired responses pre- and post-intervention. We solicited comments on the post-intervention that were categorized under thematic approach and presented in complete and unedited form in the results.
Eighteen (100%) of eligible residents in our program participated in both surveys. There were statistically significant increases in reported levels of motivation, engagement, and challenge with gamification compared to traditional didactic methods. Residents also reported overwhelmingly positive general perceptions about gamification and its broader generalizability and applicability. We did not reach statistical significance in determining if in-training exam scores were associated with our gamification initiative.
This study was a first-of-its-kind look into a longitudinal game in an emergency medicine residency program. Although our results are encouraging, medical educators need further research to determine if this increase in motivation, engagement, and challenge will be associated with an increase in examination scores or, more importantly, healthcare outcomes. Theory-based, broader-scale, prospective studies are needed to further explore and help establish these associations and outcomes.
我们的项目开展了“东部急诊医学大战”，这是一项为期一年的纵向游戏，在我们现有的课程内容中增加了竞赛元素。我们对住院医师进行了调查，以研究游戏化在急诊医学住院医师培训中的影响。我们假设，与传统教学方法相比，住院医师在游戏化培训中会表现出更高的积极性、参与度和挑战性。此外，我们假设住院医师对游戏化作为一种学习工具会有普遍的积极看法，并且这将转化为年度培训考试成绩的提高。
这是一项在社区急诊医学住院医师培训项目中进行的单中心、前瞻性干预前后调查研究。鉴于研究问题的多样性和教育研究的固有性质，我们采用了混合方法。我们对干预前后具有配对反应的定量数据进行非参数检验。我们征求了干预后的意见，这些意见采用主题方法进行分类，并在结果中以完整和未编辑的形式呈现。
我们项目中的18名（100%）符合条件的住院医师参与了两项调查。与传统教学方法相比，报告显示游戏化培训在积极性、参与度和挑战性方面有统计学上的显著提高。住院医师还对游戏化及其更广泛的通用性和适用性给出了压倒性的积极总体评价。在确定培训考试成绩是否与我们的游戏化举措相关时，我们未达到统计学显著性。
本研究首次对急诊医学住院医师培训项目中的纵向游戏进行了研究。尽管我们的结果令人鼓舞，但医学教育工作者需要进一步研究，以确定这种积极性、参与度和挑战性的提高是否会与考试成绩的提高相关，或者更重要的是，是否会与医疗保健结果相关。需要开展基于理论的、更广泛规模的前瞻性研究，以进一步探索并帮助建立这些关联和结果。
