Effects of Gamification on Surgical Duration and Outcomes in Patients Undergoing Fixation of Intertrochanteric Hip Fractures

Hockman, Taylor; Colley, Ryan; Taylor, Benjamin C.; Coovert, Brittany; Warmoth, Patrick J; Wolff, Tim; LaRiccia, Aimee

doi:10.1016/j.jsurg.2020.08.029

Search citation statements

Order By: Relevance

Paper Sections

Select...

Citation Types

Supporting

Mentioning

Contrasting

Year Published

2022

2024

Publication Types

Select...

Article1

Preprint1

Relationship

Self Cite0

Independent2

Authors

Journals

Cited by 2 publications

References 15 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

Gamification in cardiothoracic surgical education: Time to learn more

Puri,

Yang,

Kozower

2024

The Journal of Thoracic and Cardiovascular Surgery

View full text Add to dashboard Cite

Gamification in cardiothoracic surgical education: Time to learn more

Puri,

Yang,

Kozower

2024

The Journal of Thoracic and Cardiovascular Surgery

View full text Add to dashboard Cite

Gamification in laparoscopic training: a randomized, controlled study

Zwimpfer

Wismer

Geissler

et al. 2022

Preprint

View full text Add to dashboard Cite

Background: The gamification of laparoscopy using physical computing is an attempt to incentivize training and generate data for analysis. Here, we evaluate a laparoscopic dexterity game box (LDGB) in a pelvitrainer model for laparoscopic training by comparing the performance of the validated Laparoscopic Skills Training and Testing 3 (LASTT 3) exercise from the Gynaecological Endoscopic Surgical Education and Assessment (GESEA) program. Methods: Sixty medical students with no experience in laparoscopy were randomized into three groups with 20 participants in each. All three groups performed four runs of the validated LASTT 3 exercise. Group A completed 40 runs with the LDGB, Group B completed 20 runs, and Group C completed no runs. Task completion time and the number of errors made were recorded. The Wilcoxon test and mixed-effects models were used to analyze the results. After completing the exercises, participants answered questions concerning the LDGB and their performance. Results: The students improved their performance after using the LDGB. They were significantly faster at performing the LASTT 3 exercise using the LDGB, with a mean difference of 40s (P=0.013) between Group A (185s) and Group C (225s), and 26s (P=0.105) between Group B (199s) and Group C (225s). There were no significant differences between the mistakes made. The students were significantly faster (P<0.001) in completing the LDGB exercise during a second repetition, with fewer mistakes made (P<0.001). The LDGB was rated as intuitive by 86.4% of the participants. Conclusions: Students using the LDGB achieved better results in the GESEA exercise. These benefits were accompanied by subjective advantages noted by the students. Gamification presents an opportunity to improve laparoscopic performance.

show abstract

Effects of Gamification on Surgical Duration and Outcomes in Patients Undergoing Fixation of Intertrochanteric Hip Fractures

Cited by 2 publications

References 15 publications

Gamification in cardiothoracic surgical education: Time to learn more

Gamification in cardiothoracic surgical education: Time to learn more

Gamification in laparoscopic training: a randomized, controlled study

Contact Info

Product

Resources

About