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A Virtual Emergency Telemedicine Serious Game in Medical Training: A Quantitative, Professional Feedback-Informed Evaluation Study.

Nicolaidou I, Antoniades A, Constantinou R, Marangos C, Kyriacou E, Bamidis P, Dafli E, Pattichis CS - J. Med. Internet Res. (2015)

Bottom Line: Moreover, serious games align with medical students' preferred learning styles.Overall, the results were positive in all dimensions of the game that were assessed as means ranged from 3.2 to 3.99 out of 5, with user engagement receiving the highest score (mean 3.99, SD 0.87).Overall, the results of the professional feedback-informed evaluation of the game provide a strong indication of its potential as an educational tool for emergency training.

View Article: PubMed Central - HTML - PubMed

Affiliation: Department of Communication and Internet Studies, Cyprus University of Technology, Limassol, Cyprus. iolie.nicolaidou@cut.ac.cy.

ABSTRACT

Background: Serious games involving virtual patients in medical education can provide a controlled setting within which players can learn in an engaging way, while avoiding the risks associated with real patients. Moreover, serious games align with medical students' preferred learning styles. The Virtual Emergency TeleMedicine (VETM) game is a simulation-based game that was developed in collaboration with the mEducator Best Practice network in response to calls to integrate serious games in medical education and training. The VETM game makes use of data from an electrocardiogram to train practicing doctors, nurses, or medical students for problem-solving in real-life clinical scenarios through a telemedicine system and virtual patients. The study responds to two gaps: the limited number of games in emergency cardiology and the lack of evaluations by professionals.

Objective: The objective of this study is a quantitative, professional feedback-informed evaluation of one scenario of VETM, involving cardiovascular complications. The study has the following research question: "What are professionals' perceptions of the potential of the Virtual Emergency Telemedicine game for training people involved in the assessment and management of emergency cases?"

Methods: The evaluation of the VETM game was conducted with 90 professional ambulance crew nursing personnel specializing in the assessment and management of emergency cases. After collaboratively trying out one VETM scenario, participants individually completed an evaluation of the game (36 questions on a 5-point Likert scale) and provided written and verbal comments. The instrument assessed six dimensions of the game: (1) user interface, (2) difficulty level, (3) feedback, (4) educational value, (5) user engagement, and (6) terminology. Data sources of the study were 90 questionnaires, including written comments from 51 participants, 24 interviews with 55 participants, and 379 log files of their interaction with the game.

Results: Overall, the results were positive in all dimensions of the game that were assessed as means ranged from 3.2 to 3.99 out of 5, with user engagement receiving the highest score (mean 3.99, SD 0.87). Users' perceived difficulty level received the lowest score (mean 3.20, SD 0.65), a finding which agrees with the analysis of log files that showed a rather low success rate (20.6%). Even though professionals saw the educational value and usefulness of the tool for pre-hospital emergency training (mean 3.83, SD 1.05), they identified confusing features and provided input for improving them.

Conclusions: Overall, the results of the professional feedback-informed evaluation of the game provide a strong indication of its potential as an educational tool for emergency training. Professionals' input will serve to improve the game. Further research will aim to validate VETM, in a randomized pre-test, post-test control group study to examine possible learning gains in participants' problem-solving skills in treating a patient's symptoms in an emergency situation.

No MeSH data available.


Related in: MedlinePlus

Screenshot of the Virtual Emergency TeleMedicine game that shows the interface with the virtual patient.
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figure1: Screenshot of the Virtual Emergency TeleMedicine game that shows the interface with the virtual patient.

Mentions: As Figure 1 shows, the interface of the game includes the “electrocardiogram” display with leads in the upper part, the “Actions” and “Drugs” available to the user in the left part, the virtual “Patient” in the right part, and additional information with regard to the physical state of the patient (heart rate, respiration, temperature, etc ) in the further right part of the screen. The “Actions” menu provides several options for the user to choose from. In this particular example, the user can “speak to the patient” to see if he is responding, “measure his temperature”, “ensure that his airway is open”, etc. The order of these options changes randomly every time the game is played and changes according to whether there are complications to the patient in the scenario. If the user chooses to provide drugs to the patient, then a drop-down menu is available under “Drugs” with several options of medication that are typically available in an ambulance (such as atropine sulphate, adrenaline, acetylsalicylic acid, paracetamol, salbutamol, hydrocortisone, etc) and the option to choose the dosage of each one.


A Virtual Emergency Telemedicine Serious Game in Medical Training: A Quantitative, Professional Feedback-Informed Evaluation Study.

Nicolaidou I, Antoniades A, Constantinou R, Marangos C, Kyriacou E, Bamidis P, Dafli E, Pattichis CS - J. Med. Internet Res. (2015)

Screenshot of the Virtual Emergency TeleMedicine game that shows the interface with the virtual patient.
© Copyright Policy - open-access
Related In: Results  -  Collection

License 1 - License 2
Show All Figures
getmorefigures.php?uid=PMC4526948&req=5

figure1: Screenshot of the Virtual Emergency TeleMedicine game that shows the interface with the virtual patient.
Mentions: As Figure 1 shows, the interface of the game includes the “electrocardiogram” display with leads in the upper part, the “Actions” and “Drugs” available to the user in the left part, the virtual “Patient” in the right part, and additional information with regard to the physical state of the patient (heart rate, respiration, temperature, etc ) in the further right part of the screen. The “Actions” menu provides several options for the user to choose from. In this particular example, the user can “speak to the patient” to see if he is responding, “measure his temperature”, “ensure that his airway is open”, etc. The order of these options changes randomly every time the game is played and changes according to whether there are complications to the patient in the scenario. If the user chooses to provide drugs to the patient, then a drop-down menu is available under “Drugs” with several options of medication that are typically available in an ambulance (such as atropine sulphate, adrenaline, acetylsalicylic acid, paracetamol, salbutamol, hydrocortisone, etc) and the option to choose the dosage of each one.

Bottom Line: Moreover, serious games align with medical students' preferred learning styles.Overall, the results were positive in all dimensions of the game that were assessed as means ranged from 3.2 to 3.99 out of 5, with user engagement receiving the highest score (mean 3.99, SD 0.87).Overall, the results of the professional feedback-informed evaluation of the game provide a strong indication of its potential as an educational tool for emergency training.

View Article: PubMed Central - HTML - PubMed

Affiliation: Department of Communication and Internet Studies, Cyprus University of Technology, Limassol, Cyprus. iolie.nicolaidou@cut.ac.cy.

ABSTRACT

Background: Serious games involving virtual patients in medical education can provide a controlled setting within which players can learn in an engaging way, while avoiding the risks associated with real patients. Moreover, serious games align with medical students' preferred learning styles. The Virtual Emergency TeleMedicine (VETM) game is a simulation-based game that was developed in collaboration with the mEducator Best Practice network in response to calls to integrate serious games in medical education and training. The VETM game makes use of data from an electrocardiogram to train practicing doctors, nurses, or medical students for problem-solving in real-life clinical scenarios through a telemedicine system and virtual patients. The study responds to two gaps: the limited number of games in emergency cardiology and the lack of evaluations by professionals.

Objective: The objective of this study is a quantitative, professional feedback-informed evaluation of one scenario of VETM, involving cardiovascular complications. The study has the following research question: "What are professionals' perceptions of the potential of the Virtual Emergency Telemedicine game for training people involved in the assessment and management of emergency cases?"

Methods: The evaluation of the VETM game was conducted with 90 professional ambulance crew nursing personnel specializing in the assessment and management of emergency cases. After collaboratively trying out one VETM scenario, participants individually completed an evaluation of the game (36 questions on a 5-point Likert scale) and provided written and verbal comments. The instrument assessed six dimensions of the game: (1) user interface, (2) difficulty level, (3) feedback, (4) educational value, (5) user engagement, and (6) terminology. Data sources of the study were 90 questionnaires, including written comments from 51 participants, 24 interviews with 55 participants, and 379 log files of their interaction with the game.

Results: Overall, the results were positive in all dimensions of the game that were assessed as means ranged from 3.2 to 3.99 out of 5, with user engagement receiving the highest score (mean 3.99, SD 0.87). Users' perceived difficulty level received the lowest score (mean 3.20, SD 0.65), a finding which agrees with the analysis of log files that showed a rather low success rate (20.6%). Even though professionals saw the educational value and usefulness of the tool for pre-hospital emergency training (mean 3.83, SD 1.05), they identified confusing features and provided input for improving them.

Conclusions: Overall, the results of the professional feedback-informed evaluation of the game provide a strong indication of its potential as an educational tool for emergency training. Professionals' input will serve to improve the game. Further research will aim to validate VETM, in a randomized pre-test, post-test control group study to examine possible learning gains in participants' problem-solving skills in treating a patient's symptoms in an emergency situation.

No MeSH data available.


Related in: MedlinePlus