Serious Play in the Virtual World: Can We Use Games to Train Young Doctors?

Kalkman, Cor J.

doi:10.4300/jgme-d-11-00309.1

Cited by 16 publications

(8 citation statements)

References 8 publications

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“…VSGs are animated or video-based clinical scenarios that integrate simulation and gaming features to promote learner engagement and critical thinking (Luctkar-Flude et al, 2020). Learning outcomes associated with well-designed VSGs are comparable to live simulations (Cant & Cooper, 2014), but VSGs are more cost-effective and accessible for delivery to large groups of learners (Kalkman, 2012). CAN-Sim project leaders had previous experience creating VSGs (Keys et al, 2020) and have developed a streamlined VSG design process and faculty development workshop traditionally delivered face-to-face.…”

Section: Introductionmentioning

confidence: 99%

Rapid Development of a COVID-19 Assessment and PPE Virtual Simulation Game

Tyerman

Luctkar-Flude

2021

Clinical Simulation in Nursing

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This is a PDF file of an article that has undergone enhancements after acceptance, such as the addition of a cover page and metadata, and formatting for readability, but it is not yet the definitive version of record. This version will undergo additional copyediting, typesetting and review before it is published in its final form, but we are providing this version to give early visibility of the article. Please note that, during the production process, errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain. Highlights  A rapid development of a comprehensive virtual simulation game (VSG) educational module focused on COVID-19 assessment and personal protective equipment (PPE)  This innovation strengthens the capacity of graduating nursing students and practicing nurses to provide care during the COVID-19 health crisis.  This bilingual educational module has been accessed by over 600,000 users and implemented in nursing programs across Canada and globally.

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Section: Introductionmentioning

confidence: 99%

Rapid Development of a COVID-19 Assessment and PPE Virtual Simulation Game

Tyerman

Luctkar-Flude

2021

Clinical Simulation in Nursing

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“…Considering the tight training budgets and limited training time in health care organizations, novel and more efficient training formats are needed [ 2 ]. Games in patient safety education have the potential to teach awareness and the basics of teamwork skills that are typically acquired in simulation settings, but at a fraction of the costs [ 18 ]. In a pilot study, medical students’ knowledge on patient safety and self-efficacy was improved after playing a serious game on patient safety (Air-Medic Sky-1); they also perceived it as an entertaining format [ 19 ].…”

Section: Introductionmentioning

confidence: 99%

Comparative effectiveness of a serious game and an e-module to support patient safety knowledge and awareness

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Richters²,

Kalkman

et al. 2017

BMC Med Educ

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BackgroundSerious games have the potential to teach complex cognitive skills in an engaging way, at relatively low costs. Their flexibility in use and scalability makes them an attractive learning tool, but more research is needed on the effectiveness of serious games compared to more traditional formats such e-modules. We investigated whether undergraduate medical students developed better knowledge and awareness and were more motivated after learning about patient-safety through a serious game than peers who studied the same topics using an e-module.MethodsFourth-year medical students were randomly assigned to either a serious game that included video-lectures, biofeedback exercises and patient missions (n = 32) or an e-module, that included text-based lectures on the same topics (n = 34). A third group acted as a historical control-group without extra education (n = 37). After the intervention, which took place during the clinical introduction course, before the start of the first rotation, all students completed a knowledge test, a self-efficacy test and a motivation questionnaire. During the following 10-week clinical rotation they filled out weekly questionnaires on patient-safety awareness and stress.ResultsThe results showed patient safety knowledge had equally improved in the game group and e-module group compared to controls, who received no extra education. Average learning-time was 3 h for the game and 1 h for the e-module-group. The serious game was evaluated as more engaging; the e-module as more easy to use. During rotations, students in the three groups reported low and similar levels of patient-safety awareness and stress. Students who had treated patients successfully during game missions experienced higher self-efficacy and less stress during their rotation than students who treated patients unsuccessfully.ConclusionsVideo-lectures (in a game) and text-based lectures (in an e-module) can be equally effective in developing knowledge on specific topics. Although serious games are strongly engaging for students and stimulate them to study longer, they do not necessarily result in better performance in patient safety issues.Electronic supplementary materialThe online version of this article (doi:10.1186/s12909-016-0836-5) contains supplementary material, which is available to authorized users.

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“…However, full-scale computer-based simulators are often expensive, both in terms of initial purchase price and running costs. 6 Furthermore, attention to student motivation is often neglected in simulation programs. 7 As a result, learners tend to use them to reach certain learning outcomes but avoid continuous practice.…”

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confidence: 99%

“… 18 Because of their scalability, simulation games have the potential to teach knowledge and skills that are typically acquired in a simulation center and at a fraction of the cost. 6 The integration of fun and challenge in games can reduce stress and enhance motivation and effectiveness. 19 , 20 In addition, self-directed learning seems to enhance intrinsic motivation, because it affords a greater sense of autonomy.…”

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Preparing Residents Effectively in Emergency Skills Training With a Serious Game

et al. 2017

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Introduction: Training emergency care skills is critical for patient safety but cost intensive. Serious games have been proposed as an engaging self-directed learning tool for complex skills. The objective of this study was to compare the cognitive skills and motivation of medical residents who only used a course manual as preparation for classroom training on emergency care with residents who used an additional serious game. Methods: This was a quasi-experimental study with residents preparing for a rotation in the emergency department. The "reading" group received a course manual before classroom training; the "reading and game" group received this manual plus the game as preparation for the same training. Emergency skills were assessed before training (with residents who agreed to participate in an extra pretraining assessment), using validated competency scales and a global performance scale. We also measured motivation. Results: All groups had comparable important characteristics (eg, experience with acute care). Before training, the reading and game group felt motivated to play the game and spent more self-study time (+2.5 hours) than the reading group. Game-playing residents showed higher scores on objectively measured and self-assessed clinical competencies but equal scores on the global performance scale and were equally motivated for training, compared with the reading group. After the 2-week training, no differences between groups existed. Conclusions: After preparing training with an additional serious game, residents showed improved clinical competencies, compared with residents who only studied course material. After a 2-week training, this advantage disappeared. Future research should study the retention of game effects in blended designs. (Sim Healthcare 12:9-16, 2017) Key Words: serious game, game-based simulation, emergency care training, clinical skills training, motivation.Heal th care, with its exponential growth in knowledge and increasing demands on the competencies required of doctors, has a need for new and more cost-effective training models. 1 Online learning, together with an instructor-led course or as a fully online course, can be used to improve the efficiency and flexibility of medical training. 1,2 Technology-enhanced simulation programs provide learning opportunities for controlled skills practice, without risk to the patient. 3 The effectiveness of simulation programs is well established. Their use in medical education is consistently associated with large improvements in knowledge, skills, and attitudes when compared with no intervention. [3][4][5] However, full-scale computer-based simulators are often expensive, both in terms of initial purchase price and running costs. 6 Furthermore, attention to student motivation is often neglected in simulation programs. 7 As a result, learners tend to use them to reach certain learning outcomes but avoid continuous practice. 8 Serious games offer a challenging learning environment in which video game characteristics are attuned to ed...

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Serious Play in the Virtual World: Can We Use Games to Train Young Doctors?

Cited by 16 publications

References 8 publications

Rapid Development of a COVID-19 Assessment and PPE Virtual Simulation Game

Rapid Development of a COVID-19 Assessment and PPE Virtual Simulation Game

Comparative effectiveness of a serious game and an e-module to support patient safety knowledge and awareness

Preparing Residents Effectively in Emergency Skills Training With a Serious Game

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