Cost-effectiveness of a video game versus live simulation for disaster training

Whitfill, Travis; Auerbach, Marc; Diaz, Maria Carmen G.; Walsh, Barbara; Scherzer, Daniel; Gross, Isabel T; Cicero, Mark X.

doi:10.1136/bmjstel-2019-000497

Cited by 9 publications

(11 citation statements)

References 45 publications

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“…Disaster triage tools such as START and JumpStart optimize the care of the patients who may survive by allocating more resources to those patients than those who do not have a reasonable chance of recovery 35 . In situations where resources are limited because of an unusually large patient volume, 13 this resource allocation strategy helps prevent overload of the medical system, thereby improving overall population outcomes.…”

Section: Discussionmentioning

confidence: 99%

“…Live simulation is resource intensive as it requires large capital investment to purchase simulation mannequins and equipment, to compensate standardized patient actors, technical simulation personnel, 13 and for clinicians' time while they attend. It also precludes the participation of many HPs who may not be able to physically go to the simulation center or who work during the limited opening hours of the simulation centers.…”

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confidence: 99%

“…[7][8][9][10] Two recent meta-analyses have recognized simulation to be a superior pedagogical tool compared with traditional clinical education methods, such as Halstedian's "see one, do one, teach one" approach, in terms of efficacy. 11,12 Live simulation is resource intensive as it requires large capital investment to purchase simulation mannequins and equipment, to compensate standardized patient actors, technical simulation personnel, 13 and for clinicians' time while they attend. It also precludes the participation of many HPs who may not be able to physically go to the simulation center or who work during the limited opening hours of the simulation centers.…”

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confidence: 99%

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Efficacy of Computer-Based Simulation as a Modality for Learning Pediatric Disaster Triage for Pediatric Emergency Nurses

et al. 2021

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Pediatric disaster triage (PDT) is challenging for healthcare personnel. Mistriage can lead to poor resource utilization. In contrast to live simulation, screen-based simulation is more reproducible and less costly. We hypothesized that the screen-based simulation "60 Seconds to Survival" (60S) to learning PDT will be associated with improved triage accuracy for pediatric emergency nursing personnel. During this prospective observational study, 138 nurse participants at 2 tertiary care emergency departments were required to play 60S at least 5 times over 13 weeks. Efficacy was assessed by measuring the learners' triage accuracy, mistriage, and simulated patient outcomes using JumpStart.Triage accuracy improved from a median of 61.1 [interquartile range (IQR) = 48.5-72.0] to 91.7 (IQR = 60.4-95.8, P < 0.0001), whereas mistriage decreased from 38.9 (IQR = 28.0-51.5) to 8.3 (IQR = 4.2-39.6, P < 0.0001), demonstrating a significant improvement in accuracy and decrease in mistriage. Screen-based simulation 60S is an effective modality for learning PDT by pediatric emergency nurses.

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Section: Discussionmentioning

confidence: 99%

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confidence: 99%

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confidence: 99%

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Efficacy of Computer-Based Simulation as a Modality for Learning Pediatric Disaster Triage for Pediatric Emergency Nurses

et al. 2021

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“…57,58 The INSPIRE members published a successful simplified strategy to implement SBE cost-effectively by using existing in situ space and redirecting established faculty education allotment. 59,60 A series of studies by Cicero et al [61][62][63] examined the use of SBE to improve pediatric disaster triage. The first set of studies demonstrated enhanced performance/ benefits with an in-person simulation intervention but noted a high cost.…”

Section: Progressmentioning

confidence: 99%

“…The first set of studies demonstrated enhanced performance/ benefits with an in-person simulation intervention but noted a high cost. 61,62 A follow-up project demonstrated similar benefits with reduced cost by using a screen-based simulation platform to deliver the content. 63 Although a clinical simulation center is unlikely to be profitable, it should provide immeasurable value to the organization by incorporating simulation into quality and safety initiatives.…”

Section: Progressmentioning

confidence: 99%

A Decade Later—Progress and Next Steps for Pediatric Simulation Research

et al. 2021

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Summary StatementA decade ago, at the time of formation of the International Network for Pediatric Simulation-based Innovation, Research, and Education, the group embarked on a consensus building exercise. The goal was to forecast the facilitators and barriers to growth and maturity of science in the field of pediatric simulation-based research. This exercise produced 6 domains critical to progress in the field: (1) prioritization, (2) research methodology and outcomes, (3) academic collaboration, (4) integration/implementation/sustainability, (5) technology, and (6) resources/support/advocacy. This article reflects on and summarizes a decade of progress in the field of pediatric simulation research and suggests next steps in each domain as we look forward, including lessons learned by our collaborative grass roots network that can be used to accelerate research efforts in other domains within healthcare simulation science.

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A serious video game—EmergenCSim™—for novice anesthesia trainees to learn how to perform general anesthesia for emergency cesarean delivery: a randomized controlled trial

Lee

Goodman

Corradini

et al. 2023

APS

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Purpose We developed EmergenCSim™, a serious game (SG) with an embedded assessment, to teach and assess performing general anesthesia for cesarean delivery. We hypothesized that first-year anesthesiology trainees (CA-1) playing EmergenCSim™ would yield superior knowledge scores versus controls, and EmergenCSim™ and high-fidelity simulation (HFS) assessments would correlate. Methods This was a single-blinded, longitudinal randomized experiment. Following a lecture (week 3), trainees took a multiple-choice question (MCQ) test (week 4) and were randomized to play EmergenCSim™ (N = 26) or a non-content specific SG (N = 23). Participants repeated the MCQ test (week 8). Between month 3 and 12, all repeated the MCQ test, played EmergenCSim™ and participated in HFS of an identical scenario. HFS performance was rated using a behavior checklist. Results There was no significant change in mean MCQ scores over time between groups F (2, 94) = 0.870, p = 0.42, and no main effect on MCQ scores, F (1, 47) = 1.110, p = 0.20. There was significant three-way interaction between time, gender and group, F (2, 90) = 3.042, p = 0.053, and significant two-way interaction between gender and time on MCQ scores, F (2, 94) = 107.77, p = 0.036; outcomes improved over time among males. There was no group difference in HFS checklist and SG scores. Both instruments demonstrated good internal consistency reliability but non-significant score correlation. Conclusions Playing EmergenCSim™ once did not improve MCQ scores; nonetheless scores slightly improved among males over time, suggesting gender may impact learning outcomes with SGs.

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Cost-effectiveness of a video game versus live simulation for disaster training

Cited by 9 publications

References 45 publications

Efficacy of Computer-Based Simulation as a Modality for Learning Pediatric Disaster Triage for Pediatric Emergency Nurses

Efficacy of Computer-Based Simulation as a Modality for Learning Pediatric Disaster Triage for Pediatric Emergency Nurses

A Decade Later—Progress and Next Steps for Pediatric Simulation Research

A serious video game—EmergenCSim™—for novice anesthesia trainees to learn how to perform general anesthesia for emergency cesarean delivery: a randomized controlled trial

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