Comparative effectiveness of a serious game and an e-module to support patient safety knowledge and awareness.
Comparative effectiveness of a serious game and an e-module to support patient safety knowledge and awareness.
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DOI：
10.1186/s12909-016-0836-5
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发表时间：
2017-02-02
影响因子：
3.6
通讯作者：
Schuit SC
中科院分区：
文献类型：
--
作者：
Dankbaar ME;Richters O;Kalkman CJ;Prins G;Ten Cate OT;van Merrienboer JJ;Schuit SC
严肃的游戏有可能以一种引人入胜的方式，以相对较低的成本教授复杂的认知技能。它们在使用上的灵活性和可扩展性使它们成为一种有吸引力的学习工具，但与电子模块等更传统的形式相比，需要对严肃游戏的有效性进行更多研究。我们调查了医科本科生在通过严肃的游戏学习了患者安全知识后，是否比使用电子模块学习相同主题的同龄人发展了更好的知识和意识，并更有动力。四年级医学生被随机分配到一个严肃的游戏中，其中包括视频讲座、生物反馈练习和患者任务(n = 32)，或者电子模块，其中包括关于相同主题的基于文本的讲座(n = 34)。第三组作为历史对照组，没有接受额外教育(n = ，37)。干预结束后，在第一轮轮换开始之前，所有学生都完成了知识测试、自我效能测试和动机问卷。在接下来的10周临床轮换中，他们每周填写一份关于患者安全意识和压力的问卷。结果显示，与没有接受额外教育的对照组相比，游戏组和e模组的患者安全知识有了同样的提高。游戏的平均学习时间为3小时，电子模块组为1小时。认真的游戏被评价为更吸引人；电子模块更容易使用。在轮换期间，三组学生报告的患者安全意识和压力水平较低且相似。与治疗不成功的学生相比，在游戏任务中治疗成功的学生在轮换过程中经历了更高的自我效能感和更少的压力。视频讲座(在游戏中)和基于文本的讲座(在电子模块中)在发展特定主题的知识方面同样有效。尽管严肃的游戏对学生有很强的吸引力，并刺激他们学习更长时间，但它们并不一定会在患者安全问题上带来更好的表现。本文的在线版本(doi：10.1186/s12909-0160836-5)包含补充材料，授权用户可以使用。
Serious 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. Fourth-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. The 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. Video-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. The online version of this article (doi:10.1186/s12909-016-0836-5) contains supplementary material, which is available to authorized users.