Development and implementation of a novel Web‐based gaming application to enhance emergency medical technician knowledge in low‐ and middle‐income countries

Abstract

Background: 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.Methods: 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.Results: 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). Conclusions: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.

Gamification as an educational tool to address antimicrobial resistance: a systematic review

“…6 , 38 , 39 Similarly, interventions should be created and tailored for students in the Global South. Low- to middle-income countries (LMICs) have implemented game-based interventions, such as a web-based trivia game designed for emergency medical technicians, 47 and a digital game-based intervention to improve adolescent mental health in schools in India. 48 …”

“…While this is a good incentive for learning, not all participants react in the same way to these elements. 47 Further research is required to gain a comprehensive understanding of how gamification elements precisely stimulate motivation, as varying perspectives on their effectiveness persist. 51 , 52 This understanding is crucial for the appropriate implementation of these game mechanics, emphasizing the need for continued investigation.…”