An open randomized controlled study comparing an online text-based scenario and a serious game by Belgian and Swiss pharmacy students

Berger, Jérôme; Bawab, Noura; Mooij, Jeremy De; Widmer, Denise Sutter; Szilas, Nicolas; Vriese, Carine De; Bugnon, Olivier

doi:10.1016/j.cptl.2017.11.002

Cited by 23 publications

(39 citation statements)

References 15 publications

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“…Other studies have compared the efficacy of different educational methods but in other healthcare domains (such as trauma, urology, surgery, pharmacy) and have also provided conflicting results for learning [15,18,44,45]. In a recent systematic review, serious games used in health professions seem at least effective as a learning control method and may be more effective in improving knowledge and skills [13].…”

Section: Discussionmentioning

confidence: 99%

“…Several studies using serious games in healthcare have already been published and have been included in meta-analyses [10][11][12][13][14], but careful analysis shows that serious games are difficult to compare due to the differences in the populations studied, the variety of game designs, topics included, pedagogical objectives and modalities of assessment. Comparative analysis between the educational value of a serious game and a traditional course is already available for cardiac arrest management, trauma triage and other domains, but it is uncertain whether results obtained in one field apply to the others [13][14][15][16][17][18] . In addition, several studies have used a serious game to train nurses in the detection of patient deterioration, but are characterized by a high level of heterogeneity and sometimes provide neutral results [19][20][21][22].…”

Section: Introductionmentioning

confidence: 99%

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Comparative value of a simulation by gaming and a traditional teaching method to improve clinical reasoning skills necessary to detect patient deterioration: a randomized study in nursing students

2020

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Background: Early detection and response to patient deterioration influence patient prognosis. Nursing education is therefore essential. The objective of this randomized controlled trial was to compare the respective educational value of simulation by gaming (SG) and a traditional teaching (TT) method to improve clinical reasoning (CR) skills necessary to detect patient deterioration.Methods: In a prospective multicenter study, and after consent, 2nd year nursing students were randomized into two groups:-Simulation by gaming "SG": the student played individually with a serious game consisting of 2 cases followed by a common debriefing with an instructor; -Traditional Teaching "TT": the student worked on the same cases in text paper format followed by a traditional teaching course with a PowerPoint presentation by an instructor.CR skill was measured by script concordance tests (80 SCTs, score 0-100) immediately after the session (primary outcome) and on month later. Other outcomes included students' satisfaction, motivation and professional impact.Results: One hundred forty-six students were randomized. Immediately after training, the SCTs scores were 59 ± 9 in SG group (n = 73) and 58 ± 8 in TT group (n = 73) (p = 0.43). One month later, the SCTs scores were 59 ± 10 in SG group (n = 65) and 58 ± 8 in TT group (n = 54) (p = 0.77). Global satisfaction and motivation were highly valued in both groups although significantly greater in the SG group (p < 0.05). The students declared that the training course would have a positive professional impact, with no difference between groups. Conclusions:In this study assessing nursing student CR to detect patient deterioration, no significant educational difference (SCT), neither immediate nor 1 month later, was observed between training by SG and the TT course. However, satisfaction and motivation were found to be greater with the use of SG. Trial registration: ClinicalTrials.gov; NCT03428269. Registered 30 january 2018.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Comparative value of a simulation by gaming and a traditional teaching method to improve clinical reasoning skills necessary to detect patient deterioration: a randomized study in nursing students

2020

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“…Another study compared online learning tools, branched serious games (SG), and linear text‐based scenarios in Belgian and Swiss pharmacy students learning with a pediatric benign cough case . Student satisfaction and clinical knowledge were evaluated.…”

Section: Gamingmentioning

confidence: 99%

“…Although simulation education had been implemented in military, medical, and nursing programs for decades, the use of high‐fidelity human patient simulation in pharmacy education was first documented in 2006 . Since then, there has been a growth of implementation, outcomes, and assessment of simulation in addition to the expansion of virtual patients (VPs), simulated electronic health records (EHRs), and gaming strategies throughout clinical pharmacy education. As the pedagogical options grow in number and complexity, it is an opportune time to provide clarity in language for the field of health care education.…”

Section: Introductionmentioning

confidence: 99%

Evidence for simulation in pharmacy education

Seybert

Smithburger

Benedict

et al. 2019

J Am Coll Clin Pharm

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Innovations in clinical pharmacy education have advanced patient-centered care knowledge in skills of pharmacy graduates through the use of simulation, virtual reality, and gaming. Pharmacy schools and colleges, as well as health care institutions, have adopted simulation education in various clinical education formats for all levels of learners and practitioners. Over the past 15 years, the University of Pittsburgh School of Pharmacy has embraced innovative approaches to learning and documented advancement of clinical pharmacy education. This brief report will discuss advances in national and international pharmacy education, as well as the PittPharmacy experience with simulation education. A particular emphasis is on human patient simulation, computer-based simulation, virtual patient, and gaming in the settings of direct patient care-related education and assessment. The available literature and the experience at PittPharmacy shows improvement in learner satisfaction, knowledge enhancement, critical thinking skills, and problem solving in patient care topics. The evidence included provides support for the use of simulation to advance clinical pharmacy education and can serve to encourage further scholarship in this area. K E Y W O R D S patient simulation, patient-centered care, pharmacy, problem solving

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“…1 Serious games also enhance learning by engaging and motivating learners through interaction with the game world. 2 When used appropriately in tandem with didactic learning, serious games have a place in pharmacy education, such as pharmacist triaging, 3 herbal medicine education 4 and clinical knowledge training for community practices. 5…”

Section: Introductionmentioning

confidence: 99%

Students’ perceptions of an in-house developed pharmacy serious game for professional skills training

et al. 2020

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BackgroundAn in-house three-dimensional (3D) multiplayer online role-playing game was developed for professional skills training of pharmacy students. Students play the game in a post-apocalyptic world to save humankind from zombies. They solve virtual patient encounters through visual and motion-capture technologies. Their gaming perceptions and experiences were investigated.MethodA self-administered questionnaire obtained participants’ demographics, gaming interests, perceptions of game effectiveness, preferences on gaming elements and gameplay experience through the Game Engagement Questionnaire (GEQ). Pre-gameplay and post-gameplay assessments were tracked to assess student learning. Descriptive statistics and paired sample t-tests were used for analysis.ResultsFifty-five students were recruited. Two-thirds of the gameplay group (67.9%) liked the post-apocalyptic fantasy settings and heroic storyline (66.0%). Three quarters liked the modern setting (73.1%), authentic plots (73.5%) and plot animations (72.3%). Participants felt the game was effective in training health communication and patient history-taking skills (81.8%). Participants’ test scores for counselling increased from 66.1%±7.6% (pre-gameplay) to 70.3%±8.0% (post-gameplay, p=0.004). The highest scoring GEQ dimension was sensory and imaginative immersion (2.92±0.74).ConclusionStudents found the game useful for pharmacy professional skills training. With proper implementation, this game can become a useful tool to enhance student learning and gear them towards clinical practices.

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An open randomized controlled study comparing an online text-based scenario and a serious game by Belgian and Swiss pharmacy students

Cited by 23 publications

References 15 publications

Comparative value of a simulation by gaming and a traditional teaching method to improve clinical reasoning skills necessary to detect patient deterioration: a randomized study in nursing students

Comparative value of a simulation by gaming and a traditional teaching method to improve clinical reasoning skills necessary to detect patient deterioration: a randomized study in nursing students

Evidence for simulation in pharmacy education

Students’ perceptions of an in-house developed pharmacy serious game for professional skills training

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