Serious games, a game changer in teaching neonatal resuscitation? A review

Ghoman, Simran K.; Patel, Sachin; Cutumisu, Maria; Hauff, Patrick von; Jeffery, Thomas; Brown, Matthew; Schmölzer, Georg M.

doi:10.1136/archdischild-2019-317011

Cited by 85 publications

(79 citation statements)

References 47 publications

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“…Using a methodological approach consisting of: purposeful design, quality evaluation, and dissemination of findings, contributes to the growing body of evidence of serious games as a credible training approach for improving educational outcomes in HCPs and eventual clinical outcomes for patients [22]. While other serious games have been developed for neonatology [11], RETAIN represents a unique simulation-based serious game for neonatal resuscitation training, as is well-described in the research literature [13,14,17,18].…”

Section: Discussionmentioning

confidence: 99%

“…), and infrastructure (i.e., emotional design to induce stress, competitive points system to rank players' performance, etc.) [11,18]. Moreover, as players receive live feedback about the simulated infant's health in response to the actions taken, RETAIN creates an immersive and emotional environment to generate players interest in the realistic training scenarios [11].…”

Section: Discussionmentioning

confidence: 99%

“…Serious games use competition and emotional design to teach players knowledge and skills within an immersive learning environment [9]. While simulation-based serious games have been used successfully in other healthcare disciplines like surgery [10], they remain underutilized in improving access to effective training and assessment of neonatal resuscitation [11]. Evidence-based and scientifically evaluated serious games present a promising opportunity to leverage games for teaching and assessing HCPs' neonatal resuscitation competence in complement to current approaches.…”

Section: Introductionmentioning

confidence: 99%

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The RETAIN Simulation-Based Serious Game—A Review of the Literature

Ghoman

Schmölzer

2019

Healthcare

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Background: Each year, over 13 million babies worldwide need help to breathe at birth. While guidelines recommend the Neonatal Resuscitation Program course, medical errors remain common. Frequent simulation training and assessment is needed to address this competence gap; however, alternative approaches are needed to overcome barriers to access. The RETAIN (REsuscitation TrAINing) simulation-based serious game (Retain Labs Medical Inc., Edmonton, AB, Canada) may provide a solution to supplement traditional training. This paper aims to review the available evidence about RETAIN for improving neonatal resuscitation education. Method: Literature searches of PubMed, Google Scholar, Cochrane Central Register of Controlled Trials, CINAHL, Web of Science, and EMBASE databases were performed to identify studies examining the RETAIN serious game for neonatal resuscitation training. All of the studies describing the RETAIN board game and computer game were included. Results: Three papers and one conference proceeding were identified. Two studies described the RETAIN board game, and two studies described the RETAIN computer game. RETAIN was reported as usable and clinically relevant. RETAIN also improved knowledge of neonatal resuscitation by 12% and functioned as a summative assessment. Further, performance on RETAIN was moderated by players' self-reported mindset. Conclusion: RETAIN can be used for the training and assessment of experienced neonatal resuscitation providers. Further studies are needed to understand the effectiveness of RETAIN to (i) improve other cognitive and non-cognitive skills, (ii) in diverse populations of neonatal resuscitation providers, (iii) in comparison to current standard training approaches, and (iv) in improving clinical outcomes in the delivery room.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The RETAIN Simulation-Based Serious Game—A Review of the Literature

Ghoman

Schmölzer

2019

Healthcare

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“…In addition, recent studies show that gamebased learning has achieved good results in the training of dentists and physicians [7,12,13] with every type of game (board games, screen-based games, video games, etc. ), leading to an increase in knowledge [14]. As in this study, similar experiments have shown an increase in knowledge in the short term after the intervention; the long-term anchoring of knowledge has not yet been investigated by us [8].…”

Section: Discussionmentioning

confidence: 49%

“…More than 20 years ago, he recognised that game-based learning in a quiz-style show, such as "Jeopardy", produced an increase in knowledge [5]. There also exist a growing number of papers on this setting reporting mostly positive results [1,3,[5][6][7][8][9][10][11][12][13][14][15][16][17][18][19][20][21][22], research investigating differences between traditional lectures and GBL [6,7,9,14,15], however no one examined "active" players and "passive" listeners.…”

Section: Introductionmentioning

confidence: 99%

Game-based learning “Jeopardy” in dental education: A pilot study

Friedrich¹,

Moeltner²,

Rüttermann³

et al. 2019

J Dent Probl Solut

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This randomised experimental pilot study is intended to contribute to the investigations about the learning success of students in their fi rst clinical semester of dentistry using game-based learning in "Jeopardy"-setting. In dentistry, there are no studies available on this learning and teaching context.All students from the fi rst clinical semester of the dentistry course at Goethe University Frankfurt am Main were included in this study (n=25). They underwent a pre-test with 39 multiple-choice questions (MCQ) and a 15-min solution time. The students were divided into two groups (active participants/players [A; n=13] and passive participants/listeners [P; n=12]) for the duration of two game-based learning units of "Jeopardy". Both groups then completed a post-test (39 MCQ, 15 min time). The intervention was evaluated with the help of a questionnaire to determine the satisfaction and learning behaviour of the students.An evaluation of the pre-and post-tests showed an average score increase of 2.08 points (P), with the active player group improving by 0.31P and the passive listener group improving by 4P.On the evaluation sheet, on a scale of 1-10, the setting was assessed positively by all participants (7.64±1.8); the questions asked whether self-study was stimulated (4.2±0.9 on a scale of 1-5). In addition, students indicated that they would recommend this setting to other students (4.0±0.9 on a scale of 1-5).In summary, game-based learning in "Jeopardy"-setting was assessed positively by both active and passive participants but did not facilitate a signifi cant increase in knowledge in either group.

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Procedural skill maintenance: Perspectives and motivations of pediatric emergency medicine faculty

Lin‐Martore

Kant

O’Brien

2021

AEM Education and Training

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Background: Pediatric emergency medicine (PEM) physicians receive training in critical procedures, but these procedures are rare in practice. The literature on maintenance of procedural skills focuses on ways to practice (e.g., via simulation) and pays little attention to motivation's role. Understanding what motivates PEM physicians to maintain procedural skills can inform the design of supportive policies and interventions. Our study explores how PEM physicians conceptualize maintenance of procedural skills, what motivates them to maintain procedural skills, and barriers to procedural skill maintenance. Methods: This was a qualitative study of 12 PEM faculty guided by the selfdetermination theory (SDT) of motivation. SDT describes a typology that distinguishes extrinsic and intrinsic motivation, with intrinsic motivation based on autonomy, competence, and relatedness. Interviews were transcribed and coded using constantcomparative technique, and interviews continued until thematic sufficiency was achieved.Results: Participants had difficulty defining procedural skill maintenance by specific criteria and expressed ambivalence about external standards for competence, noting the need to account for individual and local practice factors. Three themes characterizing participants' motivation for procedural skills maintenance included: (1) desire to provide optimal patient care and fear of unsuccessful performance (competence),(2) procedural competence as part of the identity of a PEM physician who teaches and performs procedures (competence and relatedness), and (3) desire for accessibility and choice of options in maintaining procedural skills (autonomy). Participants identified lack of opportunities, time, and support as barriers to motivation and skills maintenance. Conclusion:SDT concepts were integral to understanding faculty motivation, and this highlights the need for prioritizing faculty autonomy, competence, and relatedness in designing supports for procedural skill maintenance. Our findings regarding the difficulty in defining maintenance of skills emphasize the need for further discussion and study of this topic.

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Serious games, a game changer in teaching neonatal resuscitation? A review

Cited by 85 publications

References 47 publications

The RETAIN Simulation-Based Serious Game—A Review of the Literature

The RETAIN Simulation-Based Serious Game—A Review of the Literature

Game-based learning “Jeopardy” in dental education: A pilot study

Procedural skill maintenance: Perspectives and motivations of pediatric emergency medicine faculty

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