A Serious Game for Anesthesia-Based Crisis Resource Management Training

Abstract

Simulation-based training has been widely adopted in medical education as a tool in the practice and development of skills within a safe, controlled, and monitored environment. However, significant cost and logistical challenges exist within traditional simulation practices. The rising popularity of gaming has seen the wide application of serious games to medical education and training. Serious gaming (and virtual simulation in general) offers a viable alternative to traditional training practices, offering students/trainees the opportunity to train until they reach a specific competency level in a safe, interactive, engaging, and cost-effective manner for effective skills transfer to the real world. Here we present a serious game for anesthesia-based crisis resource management (ACRM) training. The ACRM serious game provides trainees the opportunity to react to a simulated medical emergency within a virtual operating room while providing an interactive, and engaging training experience. Results of an experiment that was conducted to examine the usability (the ease of use of the serious game and its interface) of the serious game, and its ability to engage trainees, indicate that although improvements to the user interface can be made, it shows promise as an immersive and engaging complementary training tool.

The potential of 360-degree virtual reality videos to teach water-safety skills to children

“…Among VR's many uses is to teach people to manage dangerous or hazardous situations experienced in real life (Pantelidis, 2009). Moreover, VR has been used effectively as a training tool with adults in a variety of disciplines and fields such as the military, medicine, mining, and fire and earthquake safety (Li et al, 2017;Shewaga et al, 2018;Van Wyk & De Villiers, 2009;Yu et al, 2016). VR has several features that appear well-suited for training within different environments, particularly for hazard recognition and remedial safety action; it can expose trainees to simulated hazardous situations without putting them in any actual physical danger, it provides the opportunity for trainees to practice safety decisions and behaviors and it also simulates dangerous situations more frequently than would be encountered in the real world (Caserman et al, 2019;Makransky, Terkildsen, et al, 2019).…”

El metaverso y la educación en anestesiología

“…El anestesiólogo debe ser experto tanto en en las habilidades cognitivas, como en las habilidades no técnicas, como la toma de decisiones dinámica, el control de comportamiento interpersonal y el liderazgo del equipo durante una crisis dentro de la sala de operaciones. Tradicionalmente, el entrenamiento en estas habilidades se ha dado a través de cursos didácticos con el uso de maniquíes [16]. La simulación virtual ofrece una alternativa a este modelo de enseñanza permitiendo la inmersión dentro de una sala de operaciones virtual donde el médico podrá repetir tantas veces como quiera el escenario hasta obtener las competencias necesarias.…”

Serious Games and Multiple Intelligences for Customized Learning: A Discussion

“…Simulation has proven to be a useful tool for developing and maintaining cognitive and psychomotor skills in numerous areas where exposure to realistic controlled scenarios is critical for effective responses and adequate decision making in the professional life [ 46 ]. Simulation guarantees that the phenomenon presented through digital media adheres as closely as possible to real-life representations, as the cognitive and psychomotor skills should be transferred to the professional practice domain [ 15 ].…”