scholarly journals Annote: A Serious Game for Medical Students to Approach Lesion Skin Images of a Digital Library

2017 ◽  
pp. 120-126
Author(s):  
Fabrizio Balducci
Keyword(s):  
Medical Students ◽  
Digital Library ◽  
Serious Game ◽  
Lesion Skin

scholarly journals Comparison of the effectiveness of lecture instruction and virtual reality-based serious gaming instruction on the medical students’ learning outcome about approach to coma

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Meysam Siyah Mansoory ◽  
Mohammad Rasool Khazaei ◽  
Seyyed Mohsen Azizi ◽  
Elham Niromand
Keyword(s):  
Virtual Reality ◽  
Medical Students ◽  
Learning Outcomes ◽  
Learning Outcome ◽  
Serious Game ◽  
Control Group ◽  
Serious Gaming ◽  
E Learning ◽  
The Mean ◽  
Lecture Instruction

Abstract Background New approaches to e-learning and the use of virtual reality technology and serious game in medical education are on the rise. Therefore, the purpose of this study was to compare the effectiveness of lecture method and virtual reality-based serious gaming (VRBSG) method on students learning outcomes about the approach to coma. Methods We adopted a randomized trial method for this study and selected 50 medical students dividing them into experimental and control groups. Students’ learning outcome was measured with a 10-item test. Serious game usability scale was used to evaluate the usability of the serious game. Descriptive and inferential statistics were used for data analysis by SPSS-22 software. Results Students’ familiarity with e-learning and VRBSG was low. The mean usability of a VRBSG was 126.78 ± 10.34 out of 150. The majority of students were eager to be instructed through VRBSG. The mean score of learning outcomes in the experimental group was significantly higher than the control group (t = − 2.457, P = 0.019). Conclusion Students’ learning outcomes in the VRBSG group in the test approach to coma were significantly better than the lecture group. The usability of the serious game instruction method was high. Taken together, instruction through VRBSG had an effective role in medical students’ learning.

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

2019 ◽  
Author(s):  
Giuliana Scarpati ◽  
Paolo Remondelli ◽  
Ornella Piazza
Keyword(s):  
Cardiac Arrest ◽  
Medical Students ◽  
Primary Outcome ◽  
Serious Game ◽  
Training Time ◽  
Simulation Based ◽  
Before And After ◽  
Second Year ◽  
Cpr Training ◽  
Passing Score

"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."

scholarly journals AntibioGame®: A serious game for teaching medical students about antibiotic use

2020 ◽  
Vol 136 ◽  
pp. 104074 ◽  
Author(s):  
Rosy Tsopra ◽  
Mélanie Courtine ◽  
Karima Sedki ◽  
David Eap ◽  
Manon Cabal ◽  
...  
Keyword(s):  
Medical Students ◽  
Antibiotic Use ◽  
Serious Game

Development and Evaluation of a Serious Game for Teaching ICD-10 Diagnosis Coding to Medical Students

2019 ◽  
Vol 8 (5) ◽  
pp. 349-356
Author(s):  
Sandra Agudelo-Londoño ◽  
Iouri Gorbanev ◽  
Vivian Delgadillo ◽  
Óscar Muñoz ◽  
Ariel Cortes ◽  
...  
Keyword(s):  
Medical Students ◽  
Serious Game ◽  
Icd 10 ◽  
Diagnosis Coding

A 3D serious game for medical students training in clinical cases

2016 ◽  
Author(s):  
Rodrigo Monteiro de Lima ◽  
Araken de Medeiros Santos ◽  
Francisco Milton Mendes Neto ◽  
Ademar Franca de Sousa Neto ◽  
Felipe Cesar Pinheiro Leao ◽  
...  
Keyword(s):  
Medical Students ◽  
Serious Game ◽  
Clinical Cases

Serious game versus online course for pretraining medical students before a simulation-based mastery learning course on cardiopulmonary resuscitation

2017 ◽  
Vol 34 (12) ◽  
pp. 836-844 ◽  
Author(s):  
David Drummond ◽  
Paul Delval ◽  
Sonia Abdenouri ◽  
Jennifer Truchot ◽  
Pierre-François Ceccaldi ◽  
...  
Keyword(s):  
Medical Students ◽  
Cardiopulmonary Resuscitation ◽  
Mastery Learning ◽  
Serious Game ◽  
Online Course ◽  
Simulation Based

scholarly journals Biosensor Real-Time Affective Analytics in Virtual and Mixed Reality Medical Education Serious Games: Cohort Study

10.2196/17823 ◽  
2020 ◽  
Vol 8 (3) ◽  
pp. e17823
Author(s):  
Panagiotis E Antoniou ◽  
George Arfaras ◽  
Niki Pandria ◽  
Alkinoos Athanasiou ◽  
George Ntakakis ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Real Time ◽  
Learning Process ◽  
Alpha Rhythm ◽  
Mixed Reality ◽  
Emotional State ◽  
Affective State ◽  
Virtual Patient ◽  
Serious Game

Background The role of emotion is crucial to the learning process, as it is linked to motivation, interest, and attention. Affective states are expressed in the brain and in overall biological activity. Biosignals, like heart rate (HR), electrodermal activity (EDA), and electroencephalography (EEG) are physiological expressions affected by emotional state. Analyzing these biosignal recordings can point to a person’s emotional state. Contemporary medical education has progressed extensively towards diverse learning resources using virtual reality (VR) and mixed reality (MR) applications. Objective This paper aims to study the efficacy of wearable biosensors for affect detection in a learning process involving a serious game in the Microsoft HoloLens VR/MR platform. Methods A wearable array of sensors recording HR, EDA, and EEG signals was deployed during 2 educational activities conducted by 11 participants of diverse educational level (undergraduate, postgraduate, and specialist neurosurgeon doctors). The first scenario was a conventional virtual patient case used for establishing the personal biosignal baselines for the participant. The second was a case in a VR/MR environment regarding neuroanatomy. The affective measures that we recorded were EEG (theta/beta ratio and alpha rhythm), HR, and EDA. Results Results were recorded and aggregated across all 3 groups. Average EEG ratios of the virtual patient (VP) versus the MR serious game cases were recorded at 3.49 (SD 0.82) versus 3.23 (SD 0.94) for students, 2.59 (SD 0.96) versus 2.90 (SD 1.78) for neurosurgeons, and 2.33 (SD 0.26) versus 2.56 (SD 0.62) for postgraduate medical students. Average alpha rhythm of the VP versus the MR serious game cases were recorded at 7.77 (SD 1.62) μV versus 8.42 (SD 2.56) μV for students, 7.03 (SD 2.19) μV versus 7.15 (SD 1.86) μV for neurosurgeons, and 11.84 (SD 6.15) μV versus 9.55 (SD 3.12) μV for postgraduate medical students. Average HR of the VP versus the MR serious game cases were recorded at 87 (SD 13) versus 86 (SD 12) bpm for students, 81 (SD 7) versus 83 (SD 7) bpm for neurosurgeons, and 81 (SD 7) versus 77 (SD 6) bpm for postgraduate medical students. Average EDA of the VP versus the MR serious game cases were recorded at 1.198 (SD 1.467) μS versus 4.097 (SD 2.79) μS for students, 1.890 (SD 2.269) μS versus 5.407 (SD 5.391) μS for neurosurgeons, and 0.739 (SD 0.509) μS versus 2.498 (SD 1.72) μS for postgraduate medical students. The variations of these metrics have been correlated with existing theoretical interpretations regarding educationally relevant affective analytics, such as engagement and educational focus. Conclusions These results demonstrate that this novel sensor configuration can lead to credible affective state detection and can be used in platforms like intelligent tutoring systems for providing real-time, evidence-based, affective learning analytics using VR/MR-deployed medical education resources.

scholarly journals Serious Gaming as an Additional Learning Tool for Medical Education

2019 ◽  
Author(s):  
mehmet emin aksoy ◽  
mehmet erhan sayali
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Serious Games ◽  
Intervention Group ◽  
Serious Game ◽  
Control Group ◽  
Web Based ◽  
Serious Gaming ◽  
Additional Tool ◽  
Computer Based

Background Computer-based learning methodologies have become more prevalent in the last decade. Web based serious gaming and virtual patients are novel in medical education, which have the potential to become important tools to improve today's medical students' knowledge and performance.Methods A total of 81 medical students participated in our study. They were either assigned to an intervention group or a control group . The intervention group completed a serious game module designed for Basic Life Support education. The control group received a theoretical lecture on the same content. On the next day both groups received simulation-based hands-on training for BLS using the same criteria. All students were assessed with an Objective Structured Clinical Examination (OSCE) the following week. Results There was no difference between the intervention group that used a web based serious game module for BLS and the control group that received a standard theoretical lecture from the faculty. Discussion and Conclusion Computer based interactive serious games seem to present a favourable additional tool for medical education. OSCE results imply, that the use of serious games as a self-learning strategy can be as useful as theoretical lectures; which means that it is saving time of learners and educators

scholarly journals A Web-Based Serious Game on Delirium as an Educational Intervention for Medical Students: Randomized Controlled Trial

2018 ◽  
Vol 6 (4) ◽  
pp. e17 ◽  
Author(s):  
Kiki R Buijs-Spanjers ◽  
Harianne HM Hegge ◽  
Carolien J Jansen ◽  
Evert Hoogendoorn ◽  
Sophia E de Rooij
Keyword(s):  
Randomized Controlled Trial ◽  
Medical Students ◽  
Educational Intervention ◽  
Controlled Trial ◽  
Serious Game ◽  
Web Based ◽  
Randomized Controlled
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