Abstract
BackgroundIn the past several years, gamified learning has been growing in popularity in various medical educational contexts including cardiopulmonary resuscitation (CPR) training. Furthermore, prior work in Basic Life Support (BLS) training has demonstrated the benefits of serious games as a method for pretraining among medical students. However, there is little evidence to support these benefits with regard to Advanced Life Support (ALS) training.ObjectiveWe compare the effects of a brief precourse ALS preparation using a serious smartphone game on student knowledge, skills, and perceptions in this area with those of conventional ALS training alone.MethodsA serious game (Resus Days) was developed by a Thai physician based on global ALS clinical practice guidelines. Fifth-year medical students were enrolled and randomized to either the game group or the control group. Participants in both groups attended a traditional ALS lecture, but the game group was assigned to play Resus Days for 1 hour before attending the lecture and were allowed to play as much as they wished during the training course. All students underwent conventional ALS training, and their abilities were evaluated using multiple-choice questions and with hands-on practice on a mannequin. Subject attitudes and perceptions about the game were evaluated using a questionnaire.ResultsA total of 105 students participated in the study and were randomly assigned to either the game group (n=52) or the control group (n=53). Students in the game group performed better on the ALS algorithm knowledge posttest than those in the control group (17.22 [SD 1.93] vs 16.60 [SD 1.97], P=.01; adjusted mean difference [AMD] 0.93; 95% CI 0.21-1.66). The game group’s pass rate on the skill test was also higher but not to a statistically significant extent (79% vs 66%, P=.09; adjusted odds ratio [AOR] 2.22; 95% CI 0.89-5.51). Students indicated high satisfaction with the game (9.02 [SD 1.11] out of 10).ConclusionsEngaging in game-based preparation prior to an ALS training course resulted in better algorithm knowledge scores for medical students than attending the course alone.Trial RegistrationThai Clinical Trials Registry HE611533; https://tinyurl.com/wmbp3q7
Highlights
Advanced Life Support (ALS), widely accepted as the gold standard of care in patients with cardiopulmonary arrest, requires specialized skills and knowledge [1,2]
In order to maximize learning outcomes, the current American Heart Association guidelines for cardiopulmonary resuscitation (CPR) recommend students prepare in advance for the ALS training course [7]
A total of 105 students participated in the study and were randomly assigned to either the game group (n=52) or the control group (n=53; Figure 2)
Summary
Advanced Life Support (ALS), widely accepted as the gold standard of care in patients with cardiopulmonary arrest, requires specialized skills and knowledge [1,2]. The ALS training course covers the knowledge, skills, and attitudes required for managing both cardiac arrest and periarrest problems It includes lecture-based teaching, workshops, skill stations, simulation-based training with high-fidelity mannequins, and debriefing [4,5,6]. In order to maximize learning outcomes, the current American Heart Association guidelines for cardiopulmonary resuscitation (CPR) recommend students prepare in advance for the ALS training course [7]. This can be addressed in a variety of ways including the provision of precourse reading (CD-based, e-learning–based, etc), online and precourse testing, and opportunities to practice pertinent technical skills [6]. Trial Registration: Thai Clinical Trials Registry HE611533; https://tinyurl.com/wmbp3q7
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