Abstract
To validate the content of a virtual learning object in the format of a Role Playing Game - educational simulation game about basic life support, aimed at academics and health professionals. Methodological, construction and validation study with qualitative data approach on the content of a virtual learning object, conducted between August and September 2016. The game was developed in 13 screens, of which nine presented contents of basic life support, and the others presented general guidelines for progress in the game. The five suggestions of the experts were accepted by the researchers, and were mostly related to organization, clarity and vocabulary. No item was considered inappropriate by the judges, and the game had a mean content validity index of 0.96 and a Kappa value of 0.92. In the Likert scale evaluation, the game was considered in all analyzes as an excellent content for a virtual learning object. This learning technology is expected to support teaching of basic life support techniques for academics and health professionals, and to stimulate the development of similar teaching strategies in other scenarios, in order to bring advancements to the design of health training processes.
Highlights
IntroductionFor a successful teaching of Basic Life Support (BLS), it is necessary to create strategies to stimulate the professionals to take an active part in their own learning[1,2,3,4,5].the Guidelines for the Organization of Continuing Healthcare Education propose strategies based on active teaching methodologies in order to change the education of health professionals and foster meaningful learning[6].The development and validation of a virtual learning object (VLO) is directly related to understanding cyberspace and recognizing the need for tools that must be incorporated into education as a response to a need of the teaching-learning process, since only traditional teaching has not been enough[7].Within the game world, there is the Role Playing Game (RPG), defined as a cooperative activity in which there is the incorporation of a fictional character and a fictional reality
The content was considered excellent for a virtual learning object (VLO) in Basic Life Support (BLS) in the format of an educational simulation game
The results of this study showed that compression rates did not significantly vary between groups in the two evaluation, being maintained between 100 and 120 compressions/minute; the subjects felt that the music effectively improved their ability to provide CPR in accordance with the American Heart Association (AHA) guidelines and felt more confident about performing BLS in an actual patient[23]
Summary
For a successful teaching of Basic Life Support (BLS), it is necessary to create strategies to stimulate the professionals to take an active part in their own learning[1,2,3,4,5].the Guidelines for the Organization of Continuing Healthcare Education propose strategies based on active teaching methodologies in order to change the education of health professionals and foster meaningful learning[6].The development and validation of a virtual learning object (VLO) is directly related to understanding cyberspace and recognizing the need for tools that must be incorporated into education as a response to a need of the teaching-learning process, since only traditional teaching has not been enough[7].Within the game world, there is the Role Playing Game (RPG), defined as a cooperative activity in which there is the incorporation of a fictional character and a fictional reality. The Guidelines for the Organization of Continuing Healthcare Education propose strategies based on active teaching methodologies in order to change the education of health professionals and foster meaningful learning[6]. The development and validation of a virtual learning object (VLO) is directly related to understanding cyberspace and recognizing the need for tools that must be incorporated into education as a response to a need of the teaching-learning process, since only traditional teaching has not been enough[7]. Given the importance of teaching BLS and the need to create strategies to promote learning on this topic among academics and health professionals, the following research question is proposed: how to structure the content of a VLO in the format of an educational simulation game about BLS? The combination of action and invention offered by the game can be directed towards improving knowledge and clinical skills[8,9,10,11].
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