scholarly journals P073: The GridlockED board game: using serious games for medical education

CJEM ◽  
2018 ◽  
Vol 20 (S1) ◽  
pp. S82-S83
Author(s):  
S. Y. Huang ◽  
P. Sneath ◽  
D. Tsoy ◽  
J. Rempel ◽  
M. Mercuri ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
Medical Education ◽  
Medical Students ◽  
Serious Games ◽  
Patient Flow ◽  
Demographic Data ◽  
Real Life ◽  
Teaching Tool ◽  
Board Game ◽  
Emergency Physicians

Introduction: The management of patient flow in the emergency department (ED) is crucial for the practice of emergency medicine (EM). However, this skill is difficult to teach didactically and is learned implicitly in the latter half of residency training. To help expedite the learning process, we developed the GridlockED board game as an educational tool to simulate ED patient flow. By having junior medical trainees play this game, we believe that they will develop a greater understanding of patient flow and resource management in the ED. Additionally, since GridlockED is a cooperative game, players may also benefit by improving their communication and teamwork skills. Methods: GridlockED was developed over twenty months of iterative gameplay and review. Feedback from attending emergency physicians, residents, and medical students was integrated into the game through a Plan-Do-Study-Act (PDSA) model. Emergency medicine nurses, physicians and residents at McMaster University were recruited to play GridlockED. Each player completed a pre-survey to collect demographic data and to assess their prior experience with playing board games. All play sessions were recorded for data collection purposes. Following each game session, a member of the research team conducted an exit interview with the players to gather information about their play experience and the educational value of the game. A post-survey was also sent to each participant for further feedback. Results: Eighteen gameplay sessions were conducted from June to August 2017. A total of thirty-two participants played the game (13 emergency physicians, 15 residents, and four nurses). Overall responses to the post-gameplay survey showed that players endorsed GridlockED as a useful potential teaching tool (75%, n=24/32) and the majority felt that it had the potential to improve patient flow in the ED (56%, n=18/32). Most participants found that the game was easy to play (91%, n=27/29), and that the instructions were clear (87.5%, n=28/32). Respondents also felt that the game reflected real life scenarios (56%, n=18) and that cases reflected the types of patients that they saw in the ED (78%, n=25). Conclusion: Our results have shown an overall positive response to GridlockED, with most participants supporting it as both an engaging board game and potential teaching tool. We believe that future studies with larger sample sizes and medical students will further validate the use of serious games in medical education.

scholarly journals LO13: GridlockED: an emergency medicine game and teaching tool

CJEM ◽  
2017 ◽  
Vol 19 (S1) ◽  
pp. S31-S32
Author(s):  
P.E. Sneath ◽  
D. Tsoy ◽  
J. Rempel ◽  
M. Mercuri ◽  
A. Pardhan ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
Medical Students ◽  
Patient Flow ◽  
Real Life ◽  
Incident Management ◽  
Teaching Tool ◽  
Board Game ◽  
Emergency Physicians ◽  
The Hours ◽  
Game Board

Introduction/Innovation Concept: In the controlled chaos of the emergency department (ED) it can be difficult for medical trainees similarly recognize that there is definite order to the chaos, and many may never truly appreciate its complexity. How should medical learners develop this skill? Didactic teaching cannot effectively portray the complexities of managing the ED. Much like education in cardiac arrest, trauma, and multi-casualty incident management, it is our belief that the management of patient flow through the ED is best learned through simulation. Thus, we developed GridlockED, a board game that requires players to work cooperatively to manage a simulated ED to win the game. Methods: GridlockED development took place over a six-month period during which iterative cycles of gameplay and redevelopment were used to optimize game mechanics and improve player engagement. The patient cases were created by medical students (PS, DT, JR) and subsequently reviewed for content validity by two attending emergency physicians (TC, AP). Input from attending emergency physicians, residents, medical students, and laypeople was integrated into the game through a Plan-Do-Study-Act (PDSA) model. Curriculum, Tool, or Material: Our game includes: 1) The game board; 2) Patient cards, which describe a patient, their level of acuity, and the tasks that must be completed in order to disposition the patient; 3) Event cards, which cause random positive or negative events to occur-much like random events occur in real life that change the dynamics of the ED; 4) Game Characters, which move around the board to denote where tasks are being completed; 5) A tracking sheet to follow how many tasks each character has performed in each turn; 6) A shift-time clock, which is used to track the ‘hours’ of your shift; 7) A ‘Gridlock counter’, which tracks how many ED backups or adverse patient outcomes occur (‘Gridlocks’). The goal of the game is to work cooperatively with your teammates to complete patient tasks and move patients through the ED to an ultimate disposition (e.g. admission, discharge). The game is won if you finish your shift before reaching the maximum number of ‘Gridlocks’ allowed. Conclusion: Initial responses to GridlockED have been very positive, supporting it as both an engaging board game and potential teaching tool. We are excited to see it validated through research trials and possibly incorporated into emergency medicine training at both student and postgraduate training levels.

scholarly journals Perception of social media behaviour among medical students, residents and medical specialists

2021 ◽  
Author(s):  
Sebastiaan A. Pronk ◽  
Simone L. Gorter ◽  
Scheltus J. van Luijk ◽  
Pieter C. Barnhoorn ◽  
Beer Binkhorst ◽  
...  
Keyword(s):  
Social Media ◽  
Data Analysis ◽  
Medical Students ◽  
Online Survey ◽  
Media Use ◽  
Demographic Data ◽  
Real Life ◽  
Clinical Work ◽  
Social Media Use ◽  
Medical Specialists

Abstract Introduction Behaviour is visible in real-life events, but also on social media. While some national medical organizations have published social media guidelines, the number of studies on professional social media use in medical education is limited. This study aims to explore social media use among medical students, residents and medical specialists. Methods An anonymous, online survey was sent to 3844 medical students at two Dutch medical schools, 828 residents and 426 medical specialists. Quantitative, descriptive data analysis regarding demographic data, yes/no questions and Likert scale questions were performed using SPSS. Qualitative data analysis was performed iteratively, independently by two researchers applying the principles of constant comparison, open and axial coding until consensus was reached. Results Overall response rate was 24.8%. Facebook was most popular among medical students and residents; LinkedIn was most popular among medical specialists. Personal pictures and/or information about themselves on social media that were perceived as unprofessional were reported by 31.3% of students, 19.7% of residents and 4.1% of medical specialists. Information and pictures related to alcohol abuse, partying, clinical work or of a sexually suggestive character were considered inappropriate. Addressing colleagues about their unprofessional posts was perceived to be mainly dependent on the nature and hierarchy of the interprofessional relation. Discussion There is a widespread perception that the presence of unprofessional information on social media among the participants and their colleagues is a common occurrence. Medical educators should create awareness of the risks of unprofessional (online) behaviour among healthcare professionals, as well as the necessity and ways of addressing colleagues in case of such lapses.

scholarly journals P026: Need for training in medical education: staff emergency physician perspectives

CJEM ◽  
2017 ◽  
Vol 19 (S1) ◽  
pp. S86
Author(s):  
J. Bryan ◽  
F. Al Rawi ◽  
T. Bhandari ◽  
J. Chu ◽  
S. Hansen ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
Medical Education ◽  
Adult Education ◽  
Family Medicine ◽  
Graduate Training ◽  
Formal Training ◽  
Emergency Physicians ◽  
Allied Health Professionals ◽  
Evaluation Time ◽  
Post Graduate Training

Introduction: Emergency medicine physicians in our urban/suburban area have a range of training in medical education; some have no formal training in medical education, whereas others have completed Master’s level training in adult education. Not all staff have a university appointment; of those who are affiliated with our university, 87 have appointments through the Department of Medicine, 21 through the Department of Pediatrics, and 117 through the Department of Family Medicine. Emergency physicians in our area are a diverse group of physicians in terms of both formal training in adult education and in the variety of settings in which we work. The purpose of this study was to gauge interest in formal training in adult education among emergency medicine physicians. Methods: With research ethics board approval, we created and sent a 10-item electronic questionnaire to emergency medicine staff in our area. The questionnaire included items on demographics, experience in emergency medicine, additional post-graduate training, current teaching activities and interest in short (30-60 minute) adult education sessions. Results: Of a potential 360 active emergency physicians in our area, 120 responded to the questionnaire (33.3%), representing 12 area hospitals. Nearly half of respondents had been in practice over 10 years (48.44%). Respondents were mainly FRCP (50%) or CCFP-EM (47.50%) trained. 33.3% of respondents had masters degrees, of which 15% were MEd. Most physicians were involved in teaching medical students (98.33%), FRCP residents (80%) and family medicine residents (88.3%), though many were also teaching off-service residents, and allied health professionals. More than half of respondents (60%) were interested in attending short sessions to improve their skills as adult educators. The topics of most interest were feedback and evaluation, time-efficient teaching, the learner in difficulty, case-based teaching and bedside teaching. Conclusion: Emergency physicians in our area have a wide variety of experience and training in medical education. They are involved in teaching learners from a range of training levels and backgrounds. Physicians who responded to our survey expressed an interest in additional formal teaching on adult education topics geared toward emergency medicine.

scholarly journals P103: Emergency medicine as a career choice: what influences medical students throughout their schooling?

CJEM ◽  
2016 ◽  
Vol 18 (S1) ◽  
pp. S112-S113
Author(s):  
K.D. Pianosi ◽  
K.F. Hurley
Keyword(s):  
Emergency Medicine ◽  
Medical Students ◽  
Undergraduate Students ◽  
Career Counselling ◽  
Major Theme ◽  
Emergency Physicians ◽  
Structured Interviews ◽  
Career Trajectory ◽  
Clinical Exposure ◽  
Realistic View

Introduction: Practicing emergency medicine (EM) involves rapid decision-making in an acute setting, broad knowledge and a strong ability to multi-task. Some medical students find these characteristics attractive, while others find them a deterrent. Previous studies have indicated the range of characteristics that interest undergraduate students. No studies have followed students to assess how attitudes towards EM careers evolve over their schooling. Methods: An open-ended survey of medical students’ career interests was distributed at five data-collection points over the four years of undergraduate training from 1999-2006 at Memorial University. Guided by principles of grounded theory the qualitative data was coded to identify key themes and sentinel quotes. Semi-structured interviews with academic emergency physicians at Dalhousie University were then conducted to assess the relevance of these findings to postgraduate training (in progress). These transcripts were analyzed in the same manner as the longitudinal surveys. Results: 1281 surveys were completed by 540 students, with 758 comments about EM. The biggest drawbacks of EM included lack of patient follow-up and lack of experience in EM; the biggest benefits included variety of cases and patients, congruence with previous life experiences, and elective experiences. One major theme was the Certificant of the College of Family Physicians (CCFP) EM training, as it meant a shorter residency that was more transferrable to rural settings. Lifestyle was a prominent theme, seen as positive by some and negative by others. Emergency physicians commented on students’ naivety, especially relating to media and the nature of the work early in their training. Conclusion: Medical students’ opinions of EM tend to shift throughout their schooling, in particular, the perception of the work. Medical students’ perceptions differ significantly from that of experienced emergency physicians, highlighting the need for a greater degree of mentoring. Perceptions of lifestyle in EM are highly variable amongst students, acting as both a benefit and a drawback. Medical schools may be able to improve clinical exposure and provide more informed career counselling with respect to emergency medicine. Residency program directors can consider these findings during recruitment and interviewing to determine whether students have a realistic view of the specialty and career trajectory.

scholarly journals Serious Games in Surgical Medical Education: A Virtual Emergency Department as a Tool for Teaching Clinical Reasoning to Medical Students

10.2196/13028 ◽  
2019 ◽  
Vol 7 (1) ◽  
pp. e13028 ◽  
Author(s):  
Seung-Hun Chon ◽  
Ferdinand Timmermann ◽  
Thomas Dratsch ◽  
Nikolai Schuelper ◽  
Patrick Plum ◽  
...  
Keyword(s):  
Emergency Department ◽  
Medical Education ◽  
Medical Students ◽  
Clinical Reasoning ◽  
Serious Games

scholarly journals What is the motivation of young emergency physicians to pursue an academic career in Emergency Medicine?

2021 ◽  
Author(s):  
Delphine Douillet ◽  
François Javaudin ◽  
Saïd Laribi ◽  
Philippe Le Conte ◽  
Emmanuel Montassier ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
Academic Career ◽  
Research Training ◽  
Demographic Data ◽  
Participation Rate ◽  
Motivational Factors ◽  
University Hospital ◽  
Clinical Activity ◽  
Emergency Physicians ◽  
Multicenter Prospective Observational Study

Abstract Background The study aims were to assess the motivation behind embarking on a university hospital career in Emergency Medicine, as well as any potential motivational barriers and levers. Methods We carried out a multicenter prospective observational study. All interns from the first year to the fourth year of a residency program in Emergency Medicine as well as young emergency physicians at 5 universities in the west of France were interviewed. A questionnaire with 37 questions was developed based on the literature and in line with the Delphi method. The questionnaires were self-administered online. This questionnaire assessed 4 aspects: demographic data, overall motivational factors, specific motivational factors, and motivational barriers and levers. Results The participation rate was 70%, with 193 answers. A median of 3 (2–4) out of 6 was the result for motivation to pursue an academic career in Emergency Medicine. Twenty respondents (10%) showed a genuine motivation for an academic career, rating this item at 5 or 6 (out of 6). The most motivated students were those who had received research training (first-level master’s degree, Master 1) (OR, 3.2 [95%CI: 1.3 to 3.9]). Among them, the most important potential levers were the possibility to devote at least 50% of the time to clinical activity, the time dedicated to missions, clear recruitment prospects, and supervision/guidance in preparing for an academic career. Conclusions Ten percent of the young emergency physicians who responded to this questionnaire have a high motivation for an academic career, which suggests that there is a large potential reserve of academics in emergency medicine. There are several levels to maintain this motivation and transform it into commitment in the academic course.

A Practical Framework for Conducting Video Telemedicine Visits with Trainees

2020 ◽  
Author(s):  
Brian Kwan ◽  
Stacy Charat ◽  
Darcy Wooten ◽  
Deanna Hill ◽  
Nivedita Restaino ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Medical Care ◽  
Clinical Education ◽  
Teaching Tool ◽  
Distance Teaching ◽  
Feedback Cycle ◽  
Academic Medical ◽  
Clinician Educators ◽  
Future Evaluation

Abstract Background:Due to COVID-19, traditional clinical education for senior medical students has largely halted. In response to social distancing, many outpatient practices have transitioned to Telemedicine (TM). While TM has been integrated into undergraduate medical education curricula at many institutions, a published roadmap for incorporating learners into TM is not readily available.Aim:To describe one healthcare system’s transition to TM and propose a framework for including learners in video TM visitsSetting:Primary care clinics at an academic medical centerParticipants:Medical students, facultyProgram Description:Training protocols were distributed to providers and students. Multi-provider video visits were enabled for distance teaching. Students tested potential workflow models and provided feedback, facilitating creation of a 4-phase construct to guide inclusion of learners in video TM encounters.Program Evaluation:We employed a rapid feedback cycle to improve workflow process and to modify trainee and preceptor instructions. We analyzed student comments for narrative themes to plan for future evaluation of video TM encounters.Discussion:TM will be increasingly used in the provision of medical care. Clinician-educators will need to innovate in order to meet patient and learner expectations. TM will be an integral teaching tool and may enhance the educational experience.

Conversational Learning in Medical Education

2012 ◽  
Vol 2 (2) ◽  
pp. 12-23 ◽  
Author(s):  
Tamoghna Biswas ◽  
Amy Price ◽  
Shivika Chandra ◽  
Adrija Datta ◽  
Rakesh Biswas
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Health Care Providers ◽  
Real Life ◽  
Care Providers ◽  
Problem Solving Skills ◽  
Diagnostic Uncertainty ◽  
Conversational Learning ◽  
Neurological Problem ◽  
Persistent Headache

Traumatic Brain Injury (TBI) survivors frequently experience headaches, often labeled as a psycho-social aftermath of poor adjustment to the reality of decreased brain function, but they may be the result of actual physical sequelae of the TBI. This article illustrates an active experiential learning exercise set in a in a user-driven learning environment using a web interface. Using a conversational learning approach, the discussion was centered around a neurological problem on the topic of chronic persistent headache, which generates a considerable amount of diagnostic uncertainty and interventional dilemma among physicians. The physician members of an online forum shared their viewpoints and insights regarding the topic. By utilizing a blend of experiential and empirical evidence, they collaboratively reached a solution. User-driven learning can serve as a potential learning tool in continuing medical education and also as a valuable educational resource to medical students, helping them develop empathy and real-life problem solving skills. Also, when such conversations involve multiple stakeholders (patients and their relatives, physicians and other health-care providers, medical students, etc.) it can foster a collaborative interface which is the essence of user-driven healthcare.

Emergency medicine teaching faculty perceptions about formal academic sessions: “What’s in it for us?”

CJEM ◽  
2005 ◽  
Vol 7 (01) ◽  
pp. 36-41 ◽  
Author(s):  
Glen W. Bandiera ◽  
Laurie Morrison
Keyword(s):  
Emergency Medicine ◽  
Medical Education ◽  
Social Interaction ◽  
Continuing Medical Education ◽  
A Priori ◽  
Theory Approach ◽  
Full Time ◽  
Perceived Benefits ◽  
Emergency Physicians ◽  
Part Time

ABSTRACT Background: Little is known about factors affecting emergency physician attendance at formal academic teaching sessions or what emergency physicians believe to be the benefits derived from attending these activities. Objectives: To determine what factors influence emergency medicine faculty attendance at formal academic rounds, what benefits they derive from attendance, and what differences in perceptions there are between full-time clinical and part-time clinical academic faculty. Methods: A survey was sent to all emergency physicians with academic appointments at one institution. Responses were tabulated dichotomously (yes/no) for checklist answers and analyzed using a 2-person grounded theory approach for open answers based on an a priori analysis plan. Differences between full-time and part-time faculty were compared using the chi-squared test for significance. Results: Response rate was 73.8% (48/65). Significant impediments to attendance included clinical responsibilities (75%), professional responsibilities (52.1%), personal responsibilities (33.3%), location (31.2%) and time (27.1%). Perceived benefits of attending rounds were: continuing medical education, social interaction, teaching opportunities, interaction with residents, comparing one's practice with peers, improving teaching techniques, and enjoyment of the format. There were no statistically significant differences between groups' responses. Conclusions: Emergency physicians in our study attend formal teaching sessions infrequently, suggesting that the perceived benefits do not outweigh impediments to attendance. The single main impediment, competing responsibilities, is difficult to modify for emergency physicians. Strategies to increase faculty attendance should focus on enhancing the main perceived benefits: continuing medical education, social interaction and educational development. Faculty learn from themselves and from residents during formal teaching sessions.

Respecting patient choices: using the ’Go Wish' cards as a teaching tool

2017 ◽  
Vol 8 (2) ◽  
pp. 194-197 ◽  
Author(s):  
Hibah Osman ◽  
Katia El Jurdi ◽  
Ramzi Sabra ◽  
Thalia Arawi
Keyword(s):  
Palliative Care ◽  
Medical Education ◽  
Medical Students ◽  
End Of Life ◽  
Thematic Analysis ◽  
Death And Dying ◽  
Teaching Tool ◽  
Student Reflection ◽  
Second Year ◽  
Self Discovery

BackgroundIndividuals have different values and priorities that can have an important impact on their medical management. Understanding this concept can help physicians provide medical care that is in line with the goals of their patients. Communicating this message effectively to students is challenging.ObjectiveTo report our experience with using Go Wish cards in the medical education setting.DesignA thematic analysis of student reflection papers using grounded theory.Setting/SubjectsSecond-year medical students participated in an activity using the Go Wish cards as part of a course module on palliative care. The activity aimed to encourage students to reflect on their own choices at the end of life and to highlight that different people have different priorities.ResultsForty-two students (42%) mentioned the Go Wish activity in their reflections on the module. They reported that the activity demonstrated the different priorities at the end of life, it illustrated the importance of providing personalised care, it promoted self-discovery, it transformed their view of death and dying, and it increased their appreciation of the importance of palliative care.ConclusionGo Wish cards can be used to help illustrate the variability in priorities of patients. They can be used as an effective to teach medical students about the importance of considering patient preferences when illness progresses.

Sign in / Sign up

Export Citation Format

Share Document