Engaging Emergency Medicine Influencers in Sex‐ and Gender‐based Medicine: Lessons Learned from the Sex and Gender Interest Group in Emergency Medicine and the SAEM Jeopardy Game

Wolfe, Jeannette; Safdar, Basmah; Sethuraman, Kinjal N.; Greenberg, Marna Rayl; Madsen, Tracy E.; Jarman, Angela F.; McGregor, Alyson J.

doi:10.1002/aet2.10409

Cited by 5 publications

(2 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Systematic reviews of gamification in health professions education confirm that gamification has attracted the attention of educational researchers during the last few years, but there remains a scarcity of evidence and need for further theory-driven research [19][20][21]. In emergency medicine, we have seen success in gamification in various forms: game showstyle quizzing [7][8][9], simulation competitions [10][11][12], escape rooms [13][14][15], and more. However, to our knowledge, this is the first study to consider these impacts of gamification in a longitudinal fashion.…”

Section: Item No 13 On Post-intervention Survey Solicited "Comments" ...mentioning

confidence: 99%

“…Although emergency medicine may be leading the way, existing gamification projects are typically single sessions, narrowly focused on a particular content area, and heavily reliant on quiz-style gaming [7][8][9][10][11][12][13][14][15]. Instead, we sought to investigate the impact of a long-running game held longitudinally throughout an entire academic year.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Gamification of graduate medical education in an emergency medicine residency program

2022

View full text Add to dashboard Cite

Objectives Our program implemented East EMWars, a year-long, longitudinal game that added competition to our existing curricular content. We surveyed residents to investigate the impact of gamification in emergency medicine residency training. We hypothesized that residents would report higher levels of motivation, engagement, and challenge with gamification compared to traditional didactics. Furthermore, we hypothesized that residents would exhibit generally positive perceptions about gamification as a learning tool and that it would translate to improved performance on the annual in-training examination. Methods This was a single-center, prospective pre- and post-intervention survey study at a community-based emergency medicine residency program. Given the multiplicity of research questions and inherent nature of educational research, a mixed methods approach was utilized. We utilized nonparametric testing for quantitative data with paired responses pre- and post-intervention. We solicited comments on the post-intervention that were categorized under thematic approach and presented in complete and unedited form in the results. Results Eighteen (100%) of eligible residents in our program participated in both surveys. There were statistically significant increases in reported levels of motivation, engagement, and challenge with gamification compared to traditional didactic methods. Residents also reported overwhelmingly positive general perceptions about gamification and its broader generalizability and applicability. We did not reach statistical significance in determining if in-training exam scores were associated with our gamification initiative. Conclusions This study was a first-of-its-kind look into a longitudinal game in an emergency medicine residency program. Although our results are encouraging, medical educators need further research to determine if this increase in motivation, engagement, and challenge will be associated with an increase in examination scores or, more importantly, healthcare outcomes. Theory-based, broader-scale, prospective studies are needed to further explore and help establish these associations and outcomes.

show abstract

Section: Item No 13 On Post-intervention Survey Solicited "Comments" ...mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Gamification of graduate medical education in an emergency medicine residency program

2022

View full text Add to dashboard Cite

show abstract

Disaster day: a simulation-based competition for educating emergency medicine residents and medical students on disaster medicine

Gue,

Cohen,

Tassone

et al. 2023

Int J Emerg Med

View full text Add to dashboard Cite

Background Disaster medicine is a growing field within the specialty of emergency medicine, but educational training typically focuses on hospital drills or other educational strategies, such as didactics, simulation, or tabletop exercises. With the success of gamification in other medical education applications, we sought to investigate if a novel gamified curricular innovation would lead to improved test performance and confidence in the ability to manage a real mass casualty incident (MCI). Methods This was a prospective observational study of medical students and emergency medicine residents who participated in a 4-h simulation-based competition consisting of 4 unique stations. Each station had learning objectives associated with the content taught. Learners completed a pre-event survey, followed by participation in the competitive gamification event, and subsequently completed a post-event survey. Differences between pre- and post-event responses were matched and analyzed using paired and unpaired t tests for medical knowledge assessments, the Mann–Whitney U test for perceptions of confidence in the ability to manage an MCI event, and descriptive statistics provided on perceptions of the effectiveness of this educational strategy. Results We analyzed data from 49 learners with matched (and unmatched) pre- and post-event survey responses. There was a statistically significant increase in medical knowledge assessment scores in both unmatched group means and available matched data (47 to 69%, p < 0.01, and 50 to 69%, p < 0.05). Self-reported confidence in the ability to handle an MCI scenario also significantly increased (p < 0.01). Finally, 100% of respondents indicated they “agreed” or “strongly agreed” that the event was an effective education tool for disaster preparedness and training. Conclusions In this study, we found that learners perceived a novel gamification event as an effective educational tool, which led to improved learner knowledge and self-reported confidence in the ability to manage a real MCI.

show abstract

Application of Gamification Teaching in Disaster Education: Scoping Review

Bai,

Zeng,

Zhong

et al. 2024

JMIR Serious Games

View full text Add to dashboard Cite

Background With climate change, the number of natural disasters is increasing globally, and the resulting weather-related events lead to increased loss of life and property. Meanwhile, the significance of disaster education is becoming increasingly important. Despite natural disasters being hard to predict, people’s responses to such events can be improved by education and training. Gamification, an innovative teaching method, has demonstrated great potential across various fields, including disaster education. Objective We aimed to investigate the different application types of gamification in disaster education, focusing on nursing staff, medical professionals, university students, and disaster relief workers. Specifically, the goal was to identify the types of gamified teaching used in disaster education. Methods This scoping review was conducted according to the Joanna Briggs Institute methodology. The Participants, Concept, Context (PCC) model was used to frame the inclusion criteria. We performed a systematic search of the relevant literature across the Cochrane Library, PubMed, CINAHL, Embase, Web of Science, CNKI, Wanfang, VIPC, and SinoMed databases. Articles published in Chinese and English were selected for the review. The search was conducted to identify literature published from the establishment of the respective databases to April 21, 2024. Two researchers independently screened the literature according to the inclusion and exclusion criteria and extracted the data. Results We included a total of 16 studies in this review, originating from 8 different countries. These studies involved 1744 participants: nursing students (n=451), medical students from other majors (n=420), college students (n=287), hospital decision makers (n=264), hospital medical staff (n=262), and disaster relief workers (n=60). The gamification approaches for teaching and learning encompassed the following 7 categories: tabletop games, serious games, scenario simulation games, virtual reality and mobile games, theme games, board games, and escape room games. The objectives of the studies were diverse. Three studies conducted randomized controlled trials, with only 1 performing a comparative analysis between different games. Two studies carried out long-term outcome evaluations. Conclusions This scoping review explored 7 types of games for disaster education and provided evidence for future education and training. Further research is needed to establish a long-term evaluation mechanism and a better game-based teaching program to provide more insights into the future of disaster education.

show abstract

Engaging Emergency Medicine Influencers in Sex‐ and Gender‐based Medicine: Lessons Learned from the Sex and Gender Interest Group in Emergency Medicine and the SAEM Jeopardy Game

Cited by 5 publications

References 15 publications

Gamification of graduate medical education in an emergency medicine residency program

Gamification of graduate medical education in an emergency medicine residency program

Disaster day: a simulation-based competition for educating emergency medicine residents and medical students on disaster medicine

Application of Gamification Teaching in Disaster Education: Scoping Review

Contact Info

Product

Resources

About