Comparison of the effects of virtual training by serious game and lecture on operating room novices’ knowledge and performance about surgical instruments setup: a multi-center, two-arm study

Akbari, F A; Nasiri, Morteza; Rashidi, Neda; Zonoori, Sahar; Amirmohseni, Leila; Eslami, Jamshid; Torabizadeh, Camellia; Havaeji, Fahimeh Sadat; Shamloo, Marzieh Beigom Bigdeli; Paim, Crislaine Pires Padilha; Naghibeiranvand, Mehran; Asadi, Maryam

doi:10.1186/s12909-022-03351-5

Cited by 15 publications

(7 citation statements)

References 21 publications

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“…In the semi-experimental study of Akbari et al ( 2021), the results showed the average knowledge scores of surgical technology students in the intervention group (teaching surgical table arrangement using games). (6.70 ± 0.72) were significantly higher than the control group (teaching surgical table arrangement using the speech method was (5.90 ± 1.71) (P = 0.040) [68].…”

Section: Discussionmentioning

confidence: 75%

Puzzle game-based learning: a new approach to promote learning of principles of coronary artery bypass graft surgery

et al. 2023

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Introduction 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. Materials and methods 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. Results 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). Conclusion 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.

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Section: Discussionmentioning

confidence: 75%

Puzzle game-based learning: a new approach to promote learning of principles of coronary artery bypass graft surgery

et al. 2023

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“…This, coupled with engaging and positive learning experiences, reduces reliance on educational resources and fosters active, independent learning—especially when conventional training methods are inaccessible. This approach helps in sustaining knowledge levels, preventing decay over time, and attaining learning outcomes equivalent to traditional education forms [ 45 ]. Despite these benefits, serious games’ applications for CPR training face challenges, presenting a mixed landscape concerning usability and enjoyment quality.…”

Section: Discussionmentioning

confidence: 99%

The Effects of Serious Games on Cardiopulmonary Resuscitation Training and Education: Systematic Review With Meta-Analysis of Randomized Controlled Trials

Cheng,

Huang,

Yang

et al. 2024

JMIR Serious Games

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Background Serious games have emerged as an innovative educational strategy with the potential to significantly enhance the quality and effectiveness of cardiopulmonary resuscitation (CPR) training. Despite their promise, there remains a degree of controversy when comparing the advantages of serious games with traditional CPR training methods. This study seeks to provide a comprehensive assessment of the impact of serious games on CPR training and education by systematically analyzing the results of previous research. Objective This study aimed to assess the effect of serious games on CPR training and education by summarizing and pooling the results of previous studies. Methods We conducted a thorough and systematic search across 9 prominent web-based databases, encompassing the period from the inception of these databases until April 1, 2023. The databases included in our search were PubMed, Cochrane Library, Wiley Online Library, EBSCO (PsycInfo), SpringerLink, Chinese Biology Medicine Disc, Vip Journal Integration Platform, Wanfang Database, and Chinese National Knowledge Infrastructure. The studies selected adhered to the following criteria: (1) being a randomized controlled trial comparing serious games and traditional methods for CPR training; (2) having participants aged 12 years or older in CPR; (3) having an experimental group using serious games and a control group using nongame methods for CPR instruction; and (4) having outcomes including theoretical and skill assessments, compression depth, and rate. The Cochrane risk of bias assessment tool was used to evaluate the risk of bias. Data analysis was performed using RevMan (version 5.3; Cochrane Training), and mean differences (MDs) and standardized mean differences (SMDs) with 95% CIs were used to calculate continuous variables. Results A total of 9 articles were included, involving 791 study participants, of whom 395 in the experimental group taught CPR training using serious games and 396 in the control group taught CPR training using traditional methods. The results of our meta-analysis indicate that the use of serious games in CPR training yields outcomes that are comparable in effectiveness to traditional training methods across several key areas. Specifically, serious games demonstrated equivalence to traditional formats in theory assessment (SMD –0.22, 95% CI – 0.96 to 0.51; P=.55), skill assessment (SMD –0.49, 95% CI –1.52 to 0.55; P=.36), compression depth (MD –3.17, 95% CI –0.18 to 6.53; P=.06), and compression rate (MD –0.20, 95% CI –7.29 to 6.89; P=.96). Conclusions In summary, serious games offer a viable and effective CPR education approach, yielding results comparable to traditional formats. This modality is a valuable addition to CPR training methodologies. However, caution is warranted in interpreting these findings due to limited controlled trials, small sample sizes, and low-quality meta-analyzed evidence.

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“…This game was validated in Morteza Nasiri’s study, the English version was tuned in two successive steps, and the final round, “Playing with Surgical Instruments (PlaSurIn)”, was developed [ 34 ]. Recently, the effectiveness of the PlaSurIn game was studied by operating room students, and it was found that the knowledge and performance of operating room novices improved with this game [ 35 ]. It is worth noting that the present study had the following advantages: (1) It used a framework that the authors had proposed as a basis for developing the game.…”

Section: Discussionmentioning

confidence: 99%

Can gamified surgical sets improve surgical instrument recognition and student performance retention in the operating room? A multi-institutional experimental crossover study

Masoumian Hosseini,

Sadat Manzari,

Gazerani

et al. 2023

BMC Med Educ

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Introduction Surgery requires a high degree of precision, speed, and concentration. Owing to the complexity of the modern world, traditional methods cannot meet these requirements. Therefore, in this study, we investigated students’ diagnostic skills in the Operating Room in the context of surgical instruments by using gamification of surgical instruments and a crossover design. Method The study design was a multi-institutional quasi-experimental crossover and involved a three-arm intervention (with gender-specific block randomisation: Group A, B, and C) with a pre-test and three post-tests. A total of 90 students fell into three groups of 30 participants each. The surgical sets were learned for one semester through game-based instruction and traditional teaching, and then three OSCE tests were administered with time and location differences. Using one-way ANOVA, OSCE results were compared in the game, traditional, and control groups. The effectiveness of the intervention was tested in each group by repeated measures. Result The pretest scores of all three groups did not differ significantly. In the OSCE tests, both groups, A and B, performed similarly. However, these tests showed a significant difference in grouping between training through games and training in the traditional way. There was no significant difference between OSCE tests 2 and 3 in the game-based training group, indicating that what was learned was retained, while in the traditional method training group, OSCE 3 test scores declined significantly. Furthermore, repeated measures showed the effectiveness of game-based training. Conclusion In this study, gamification has turned out to be very effective in helping learners learn practical skills and leading to more sustainable learning.

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Comparison of the effects of virtual training by serious game and lecture on operating room novices’ knowledge and performance about surgical instruments setup: a multi-center, two-arm study

Cited by 15 publications

References 21 publications

Puzzle game-based learning: a new approach to promote learning of principles of coronary artery bypass graft surgery

Puzzle game-based learning: a new approach to promote learning of principles of coronary artery bypass graft surgery

The Effects of Serious Games on Cardiopulmonary Resuscitation Training and Education: Systematic Review With Meta-Analysis of Randomized Controlled Trials

Can gamified surgical sets improve surgical instrument recognition and student performance retention in the operating room? A multi-institutional experimental crossover study

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