1. Proceedings
  2. I3M
  3. 2019
  4. IWISH
  5. 10.46354/i3m.2019.iwish.009

Serious game, lectures or simulation-based mastery learning course which is the best method for training students about cardiac arrest management?

  • a Giuliana Scarpati  , 
  • b Paolo Remondelli  , 
  • c Ornella Piazza 
  • a,b,c University of Salerno, Italy
Cite as
Scarpati G., Remondelli P., Piazza O. (2019). Serious game, lectures or simulation-based mastery learning course which is the best method for training students about cardiac arrest management?. Proceedings of the 8th International Workshop on Innovative Simulation for Healthcare (IWISH 2019), pp. 49-53. DOI: https://doi.org/10.46354/i3m.2019.iwish.009

Abstract

Background and aim: This study aimed to compare a serious game and lectures for the pretraining of medical students before learning about simulation-based management of cardiac arrest. Methods: Participants were 150 volunteer second-year medical students between April and June 2018 randomly assigned to CPR training using either lectures (n = 75) or a serious game (n = 75). Each participant was evaluated on a scenario of cardiac arrest before and after exposure to the learning methods. The primary outcome measures were the median total training time needed for the student to reach the minimum passing score. This same outcome was also assessed three months later. Results: The median training time necessary for students to reach the minimum passing score was similar between the two groups (p=0,45). Achieving an appropriate degree of chest compression was the most difficult requirement to fulfill for students in both groups. Singing the refrain of the song ""staying alive"" significantly increased the number of compressions with the correct rate. Three months later, the median training time decreased significantly in both groups. However, students have remained interested in the serious game for a longer time showing a preference for using this method. Conclusions: The serious game was not superior to lectures to pretraining medical students in the management of a cardiac arrest.

References

  1. Alam F, Boet S, Piquette D, et al. 2016. E-learning optimization: the relative and combined effects of mental practice and modeling on enhanced podcast-based learning - a randomized controlled trial. Adv Health Sci Educ Theory Pract 2016; 21:789 – 802.
  2. Berdowski J, Berg RA, Tijssen JG, Koster RW, 2010. Global incidences of out-of-hospital cardiac arrest and survival rates: Systematic review of 67 prospective studies. Resuscitation. 2010; 81(11): 1479–87.
  3. Bhanji F, Donoghue AJ, Wolff MS, Flores GE, Halamek LP, Berman JM, et al., 2015. Part 14: Education: 2015 American Heart Association Guidelines Update for Cardiopulmonary Resuscitation and Emergency Cardiovascular Care. Circulation. 2015; 132(18 Suppl 2):S561–73.
  4. Boada I, Rodriguez-Benitez A, Garcia-Gonzalez JM, et al., 2015. Using a serious game to complement CPR instruction in a nurse faculty. Comput Methods Programs Biomed 2015; 122:282 – 291.
  5. Cheung JJH, Koh J, Brett C, et al., 2016. Preparation with web-based observational practice improves efficiency of simulation-based mastery learning. Simul Healthc 2016; 11:316 – 322.
  6. Cook NF, McAloon T, O’Neill P, et al., 2012. Impact of a web based interactive simulation game (PULSE) on nursing students’ experience and performance in life support training–a pilot study. Nurse Educ Today 2012;32:714 – 720.
  7. Cortegiani A, Russotto V, Montalto F, Iozzo P, Meschis R, Pugliesi M, et al., 2017. Use of a Real-Time Training Software (Laerdal QCPR) Compared to Instructor-Based Feedback for High-Quality Chest Compres- sions Acquisition in Secondary School Students: A Randomized Trial. PLoS One. 2017; 12:e0169591.
  8. Creutzfeldt J, Hedman L, Fella ̈ nder-Tsai L, 2012.Effects of pretraining using serious game
    technology on CPR performance: an exploratory quasi- experimental transfer study. Scand J Trauma Resusc Emerg Med 2012; 20:79.
  9. Dris AH, Guffey D, Pepe PE, Brown SP, Brooks SC, Callaway CW, et al., 2015. Chest compression
    rates and survival following out-of-hospital cardiac arrest. Crit Care Med. 2015; 43(4):840–8.
  10. Ericsson KA, 2004. Deliberate practice and the acquisition and maintenance of expert
    performance in medi- cine and related domains. Acad Med. 2004; 79(10 Suppl):S70–81.
  11. Freeman S, Eddy SL, McDonough M, et al., 2014. Active learning increases student performance in science, engineering, and mathematics. Proc Natl Acad Sci 2014; 111:8410 – 8415.
  12. Garris R, Ahlers R, Driskell JE, 2002. Games, motivation, and learning: a research and practice
    model. Simul Gaming 2002; 33:441 – 467.
  13. Grasner JT, Herlitz J, Koster RW, Rosell-Ortiz F, Stamatakis L, Bossaert L, 2011. Quality
    management in resuscitation—towards a European cardiac arrest registry (EuReCa). Resuscitation. 2011; 82(8):989– 94.
  14. Greif R, Lockey AS, Conaghan P, Lippert A, De Vries W, Monsieurs KG, et al., 2015. European
    Resuscitation Council Guidelines for Resuscitation 2015: Section 10. Education and implementation of resuscita- tion. Resuscitation. 2015; 95:288– 301.
  15. Kleinman ME, Brennan EE, Goldberger ZD, Swor RA, Terry M, Bobrow BJ, et al., 2015. Part 5:  dult Basic Life Support and Cardiopulmonary Resuscitation Quality: 2015 American Heart A s s o c i a t i o n G u i d e l i n e s U p d a t e f o r Cardiopulmonary Resuscitation and Emergency Cardiovascular Care. Circulation. 2015; 132(18 Suppl 2):S414–35.
  16. Kolb AY, Kolb DA, 2005. Learning styles and learning spaces: enhancing experiential learning in higher education. Acad Manag Learn Educ 2005; 4:193 – 212.
  17. O’Leary FM, Janson P, 2010. Can e-learning improve medical students’ knowledge and competence in paedi- atric cardiopulmonary resuscitation? A prospective before and after study. Emerg Med Australas. 2010; 22(4):324–9.
  18. Perkins GD, Handley AJ, Koster RW, Castren M, Smyth MA, Olasveengen T, et al., 2015. European Resuscitation Council Guidelines for Resuscitation 2015: Section 2. Adult basic life support and automated external defibrillation. Resuscitation. 2015; 95:81–99.
  19. Rosenthal ME, Castellvi AO, Goova MT, et al., 2009. Pretraining on Southwestern stations decreases training time and cost for proficiency-based fundamentals of laparoscopic surgery training. J Am Coll Surg 2009; 209:626 – 631.
  20. Stefanidis D, Hope WW, Korndorffer JR, et al., 2010. Initial laparoscopic basic skills training shortens the learning curve of laparoscopic suturing and is cost-effective. J Am Coll Surg 2010; 210:436 – 440.
  21. Thorne CJ, Lockey AS, Bullock I, Hampshire S, Begum-Ali S, Perkins GD, et al., 2015. E-learning
    in advanced life support—an evaluation by the Resuscitation Council (UK). Resuscitation. 2015;
    90:79–84.
  22. Vadeboncoeur T, Stolz U, Panchal A, Silver A, Venuti M, Tobin J, et al., 2014. Chest compression depth and survival in out-of-hospital cardiac arrest. Resuscitation. 2014; 85(2):182–8.
  23. Wayne DB, Butter J, Siddall VJ, Fudala MJ, Wade LD, Feinglass J, et al., 2006. Mastery learning of
    dvanced cardiac life support skills by internal medicine residents using simulation technology
    and deliberate practice. J Gen Intern Med. 2006; 21(3):251–6
  24. Writing Group M, Mozaffarian D, Benjamin EJ, Go AS, Arnett DK, Blaha MJ, et al., 2016. Heart Disease and Stroke Statistics-2016 Update: A Report From the American Heart Association. Circulation. 2016; 133(4):e38–360
  25. Sitzmann T, 2011. A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Pers Psychol 2011; 64:489 – 528.