Training of clinical reasoning with a Serious Game versus small-group problem-based learning: A prospective study.
Training of clinical reasoning with a Serious Game versus small-group problem-based learning: A prospective study.
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DOI：
10.1371/journal.pone.0203851
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发表时间：
2018
期刊：
影响因子：
3.7
通讯作者：
Schuelper N
中科院分区：
文献类型：
--
作者：
Middeke A;Anders S;Schuelper M;Raupach T;Schuelper N
严肃游戏正越来越多地被用于本科医学教育。它们通常旨在加强学习，重点是知识的获取和技能的发展。根据目前的文献，很少有研究评估它们在临床推理(CR)方面的有效性。这项前瞻性研究的目的是比较一个严肃的游戏，虚拟急诊室‘浮现’和小组基于问题的学习(PBL)在短期内关于学生的临床推理学习结果。共有112名医学生自行选择参加10个90分钟的小组PBL或游戏课程。CR是在形成性考试中进行评估的，该考试包括六个关键特征案例和最后45分钟的Emerge会议。总体而言，在关键功能检查中，Emerge组(n=78)的得分显著高于PBL组(n=34)(62.5%(智商：17.7%)vs.54.2%(iqr：21.9%)；p=0.015)。关于在培训阶段以两种教学形式讨论的这些案例，小组之间的业绩水平没有显著差异。在最后的Emerge会议上，Emerge组在所有四个病例的总分以及四个病例中的三个病例中关于最终诊断和正确的治疗干预措施的结果明显好于PBL组。Emerge可以有效地用于本科医学教育中的CR培训。尽管两种教学形式的学习时间相同，但关键特征考试成绩的差异是由于与PBL相比，Emerge中接触到的案例更多。Emerge是密集小组教学的一种潜在替代方案。需要进一步的工作来确定严肃的运动会如何最有效地提高CR。
Serious Games are increasingly being used in undergraduate medical education. They are usually intended to enhance learning with a focus on knowledge acquisition and skills development. According to the current literature, few studies have assessed their effectiveness regarding clinical reasoning (CR). The aim of this prospective study was to compare a Serious Game, the virtual Accident & Emergency department ‘EMERGE’ to small-group problem-based learning (PBL) regarding student learning outcome on clinical reasoning in the short term. A total of 112 final-year medical students self-selected to participate in ten 90-minute sessions of either small-group PBL or playing EMERGE. CR was assessed in a formative examination consisting of six key feature cases and a final 45-minute EMERGE session. Overall, the EMERGE group (n = 78) scored significantly higher than the PBL group (n = 34) in the key feature examination (62.5 (IQR: 17.7)% vs. 54.2 (IQR: 21.9)%; p = 0.015). There was no significant difference in performance levels between groups regarding those cases which had been discussed in both instructional formats during the training phase. In the final EMERGE session, the EMERGE group achieved significantly better results than the PBL group in all four cases regarding the total score as well as in three of four cases regarding the final diagnosis and the correct therapeutic interventions. EMERGE can be used effectively for CR training in undergraduate medical education. The difference in key feature exam scores was driven by additional exposure to more cases in EMERGE compared to PBL despite identical learning time in both instructional formats. EMERGE is a potential alternative to intensive small-group teaching. Further work is needed to establish how Serious Games enhance CR most effectively.
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影响因子：
3.6
作者：
Dankbaar ME;Richters O;Kalkman CJ;Prins G;Ten Cate OT;van Merrienboer JJ;Schuit SC
通讯作者：
Schuit SC
DOI：
10.1097/sih.0b013e31823652de
发表时间：
2012-02-01
影响因子：
2.4
作者：
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通讯作者：
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影响因子：
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作者：
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通讯作者：
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影响因子：
7.4
作者：
Croskerry, Pat
通讯作者：
Croskerry, Pat
影响因子：
3.4
作者：
Carr, MM;Reznick, RK;Brown, DH
通讯作者：
Brown, DH