Student research committee, School of nursing and midwifery, Isfahan university of medical sciences, Isfahan, Iran.
Associate professor, Medical Education Research Center, Department of Medical Education, Isfahan University of Medical Sciences, Isfahan, Iran.
BMC Med Educ. 2023 Apr 13;23(1):241. doi: 10.1186/s12909-023-04156-w.
Since learning with high educational quality requires an advanced intervention. This study seeks to answer how many puzzles game-based training can improve knowledge and cognitive function of surgical technology students in CABG surgery and its sequence, as well as the tools and equipment used in each stage of surgery and the sequence of their preparation.
This study was carried out as a quasi-experimental single-group pre-test-post-test, during which, after designing a puzzle game including various stages of surgery (from the preparation of the patient for surgical sutures and the necessary equipment to perform each stage), 18 people from third-year surgical technology students who met the inclusion criteria were entered in the study by convenience sampling method and based on the sample size determined using a similar study and they participated in the test of knowledge and cognitive function, that the validity and reliability were measured, before the intervention and 14 days after the intervention (using a puzzle game). Data were analyzed using descriptive and Wilcoxon statistical tests.
After the withdrawal of 2 people, 15 person (93.80 per cent) of the students were female, the average age of students was 21.87 ± 0.71 years, and 50% (8 people) of them were 22 years old. Also, the average score of the end-of-semester exam of the heart surgery technology course was 15.19 ± 2.30 (the lowest score was 11.25, and the highest score was 18.63), and the score of 43.80% (7 people) of them were in the range of 15.01-17.70, and their average of grade point average was 17.31 ± 1.10 (the lowest grade point average is 15 and the highest grade point average is 19.36) and grade point average 75% (11 people) of students were 16-18. The average scores of knowledge(5.75 ± 1.65 vs. 2.68 ± 0.79) and cognitive performance(6.31 ± 2.57 vs. 2.00 ± 1.09) of students in the post-intervention phase were significantly higher than the pre-intervention phase (P < 0.0001).
The results of the present study showed that the use of puzzle games in CABG surgery training led to a significant improvement in the knowledge and cognitive performance of surgical technology students regarding the stages of CABG surgery and its sequence, as well as the tools and equipment used in each stage of surgery and the sequence of their preparation.
由于高质量的学习需要先进的干预措施，本研究旨在回答以下问题：基于谜题游戏的培训可以在 CABG 手术及其序列、手术各阶段使用的工具和设备以及它们的准备顺序方面，提高多少名外科技术学生的知识和认知功能。
本研究采用准实验性单组前后测设计，设计了一个包括手术各个阶段（从患者准备进行手术缝合和执行每个阶段所需的设备到手术准备）的谜题游戏后，通过便利抽样法从符合纳入标准的三年级外科技术学生中选取 18 人进行研究，根据类似研究确定样本量后，他们在干预前（使用拼图游戏）和干预后 14 天（使用拼图游戏）参加知识和认知功能测试，测试的有效性和可靠性已得到验证。
在剔除 2 人后，15 名学生（93.80%）为女性，学生的平均年龄为 21.87±0.71 岁，其中 50%（8 人）为 22 岁。此外，心脏手术技术课程期末考试的平均成绩为 15.19±2.30（最低分为 11.25，最高分为 18.63），其中 43.80%（7 人）的成绩在 15.01-17.70 之间，他们的平均绩点为 17.31±1.10（最低绩点为 15，最高绩点为 19.36），75%（11 人）的学生平均绩点为 16-18。学生在干预后阶段的知识（5.75±1.65 分比 2.68±0.79 分）和认知表现（6.31±2.57 分比 2.00±1.09 分）的平均分明显高于干预前阶段（P<0.0001）。
本研究结果表明，在 CABG 手术培训中使用拼图游戏可显著提高外科技术学生对 CABG 手术及其序列、手术各阶段使用的工具和设备以及它们的准备顺序的知识和认知表现。
