Game-based assessment of first aid and resuscitation skills

Abstract

a b s t r a c tAim: Effective assessment of motor skills in large-size classes is a challenge in medical education. This case-study investigates whether a game can be considered a valid tool for the summative assessment of first aid and basic life support skills. Methods: Using a traditional exam as bench-mark, a board game format was experimentally trialed to assess students' competency after taking a first aid course. Fifty-five students were randomly assigned to two groups. Two assessments, a game-based assessment and a traditional test, consisting of a paper-andpencil test in combination with a skill assessment, were applied to both groups in opposite order. In both formats students acted as judges of other students' efforts. In the game, the student's outcome was equal to the number of cards collected by answering questions correctly as deemed by peers. Similarities between both assessment types included individual testing, type of assessor (peers), content, type of questions and demonstrations, and the use of checklists for skill assessment. The assessment methods differed in format (written or oral test, both in combination with skill assessment) and feedback availability. Results: Both groups performed equally in the game-based assessment as well as in the traditional test, in spite of the opposite order of the assessments. No significant difference was found between the mean scores on the game-based assessment and the traditional test. Conclusions: These data suggest that use of a game format for assessment purposes may provide an effective means of assessing students' competence at the end of a practical course.

Game‐Based Learning as a Vehicle to Teach First Aid Content: A Randomized Experiment

“…Due to the absence of a FA board or digital game, we developed our own educational game. In a previous study we used this as an assessment instrument . The game is played by 4 students.…”

“…In a previous study we used this as an assessment instrument. 15 The game is played by 4 students. The game board is a landscape of a developing country built by the players as the game progresses.…”

Gamifying Autonomous CPR Training

“…That is the case shown by the example FoldagerGame, being Foldager (author's first name) + Game. NatalieCharlierGame [47] AEDApp [48] PULSE [49] BlindCPR [50] Relive [51] FoldagerGame [52] SeGTE [53] HeartRun [54][55][56][57] Staying Alive [58] LA-VIE [59] The Held Game…”

“…Tables 3.2, 3.3 and 3.4 present more detailed results. [52], [54][55][56][57], [61], [63,64], [66,67] Narrative 3 (14 %) [65], [59], [51] Relationships 4 (19 %) [54][55][56][57], [71][72][73][74][75][76][77][78], [47], [51] Players Progression 7 (33 %) [46], [52], [61], [63,64], [66,67] [46], [52], [65], [54][55][56][57], [59], [61], [63,64], [66,67], [47], [49],…”

Design of a Game-Based Pre-hospital Resuscitation Training for First Responders

“…Charlier [8] argues that game-based approaches to train basic life support (BLS) are a promising option for CPR motor skills training in schools. According to the author traditional approaches are mostly focusing on summative assessment due to scarce resources and material, while formative assessment might be much more beneficial for learners.…”