scholarly journals Protocol for a randomised trial evaluating the effect of applying gamification to simulation-based endoscopy training

BMJ Open ◽  
2019 ◽  
Vol 9 (2) ◽  
pp. e024134 ◽  
Author(s):  
Michael A Scaffidi ◽  
Rishad Khan ◽  
Catharine M Walsh ◽  
Matthew Pearl ◽  
Kathleen Winger ◽  
...  
Keyword(s):  
Game Design ◽  
Instructional Strategy ◽  
Simulation Training ◽  
Effective Means ◽  
Randomised Trial ◽  
Small Group Teaching ◽  
Design Elements ◽  
Endoscopy Training ◽  
Conventional Curriculum ◽  
Simulation Based

BackgroundSimulation-based training (SBT) provides a safe environment and effective means to enhance skills development. Simulation-based curricula have been developed for a number of procedures, including gastrointestinal endoscopy. Gamification, which is the application of game-design principles to non-game contexts, is an instructional strategy with potential to enhance learning. No studies have investigated the effects of a comprehensive gamification curriculum on the acquisition of endoscopic skills among novice endoscopists.Methods and analysisThirty-six novice endoscopists will be randomised to one of two endoscopy SBT curricula: (1) the Conventional Curriculum Group, in which participants will receive 6 hours of one-on-one simulation training augmented with expert feedback and interlaced with 4 hours of small group teaching on the theory of colonoscopy or (2) the Gamified Curriculum Group, in which participants will receive the same curriculum with integration of the following game-design elements: a leaderboard summarising participants’ performance, game narrative, achievement badges and rewards for top performance. In line with a progressive learning approach, simulation training for participants will progress from low to high complexity simulators, starting with a bench-top model and then moving to the EndoVR virtual reality simulator. Performance will be assessed at three points: pretraining, immediately post-training and 4–6 weeks after training. Assessments will take place on the simulator at all three time points and transfer of skills will be assessed during two clinical colonoscopies 4–6 weeks post-training. Mixed factorial ANOVAs will be used to determine if there is a performance difference between the two groups during simulated and clinical assessments.Ethics and disseminationEthical approval was obtained at St. Michael’s Hospital. Results of this trial will be submitted for presentation at academic meetings and for publication in a peer-reviewed journal.Trial registration numberNCT03176251.

Knowledge transfer and retention of simulation-based learning for neurosurgical instruments: a randomised trial of perioperative nurses

2020 ◽  
pp. bmjstel-2019-000576
Author(s):  
David B Clarke ◽  
Alena I Galilee ◽  
Nelofar Kureshi ◽  
Murray Hong ◽  
Lynne Fenerty ◽  
...  
Keyword(s):  
Nursing Education ◽  
Simulation Training ◽  
Controlled Trial ◽  
Randomised Trial ◽  
Control Group ◽  
Perioperative Nurses ◽  
Instrument Recognition ◽  
Simulation Based ◽  
Group A ◽  
Group B

IntroductionPrevious studies have shown that simulation is an acceptable method of training in nursing education. The objectives of this study were to determine the effectiveness of tablet-based simulation in learning neurosurgical instruments and to assess whether skills learnt in the simulation environment are transferred to a real clinical task and retained over time.MethodsA randomised controlled trial was conducted. Perioperative nurses completed three consecutive sessions of a simulation. Group A performed simulation tasks prior to identifying real instruments, whereas Group B (control group) was asked to identify real instruments prior to the simulation tasks. Both groups were reassessed for knowledge recall after 1 week.ResultsNinety-three nurses completed the study. Participants in Group A, who had received tablet-based simulation, were 23% quicker in identifying real instruments and did so with better accuracy (93.2% vs 80.6%, p<0.0001) than Group B. Furthermore, the simulation-based learning was retained at 7 days with 97.8% correct instrument recognition in Group A and 96.2% in Group B while maintaining both speed and accuracy.ConclusionThis is the first study to assess the effectiveness of tablet-based simulation training for instrument recognition by perioperative nurses. Our results demonstrate that instrument knowledge acquired through tablet-based simulation training results in improved identification and retained recognition of real instruments.

A low-cost alternative for nasolaryngoscopy simulation training equipment: a randomised controlled trial

2015 ◽  
Vol 129 (11) ◽  
pp. 1101-1107 ◽  
Author(s):  
D I Johnston ◽  
V Selimi ◽  
A Chang ◽  
M Smith
Keyword(s):  
Randomised Controlled Trial ◽  
Simulation Training ◽  
Cost Model ◽  
Low Cost ◽  
Controlled Trial ◽  
Endoscopy Training ◽  
Patient Discomfort ◽  
Simulation Based ◽  
Model Training ◽  
Randomised Controlled

AbstractObjectives:Flexible nasolaryngoscopy is a key diagnostic procedure used in many specialities. Simulation-based teaching is beneficial for endoscopy training, but it is expensive. This study assessed whether an inexpensive simulation model is an effective training method for flexible nasolaryngoscopy.Methods:A three-armed, randomised, controlled trial was performed. One group received no simulation training, while two others were trained with either a high-cost or a low-cost model. All candidates then performed flexible nasolaryngoscopy on a volunteer. Their ability to perform this task was assessed by the patient discomfort score and time taken by a blinded expert.Results:Simulation-based teaching reduced patient discomfort and improved candidate skill level. Low-cost model training did not have a negative effect when compared with high-cost model training.Conclusion:Simulated flexible nasolaryngoscopy training may be more accessible with the use of an effective low-cost model.

Needs assessment for simulation training in neuroendoscopy: a Canadian national survey

2013 ◽  
Vol 118 (2) ◽  
pp. 250-257 ◽  
Author(s):  
Faizal A. Haji ◽  
Adam Dubrowski ◽  
James Drake ◽  
Sandrine de Ribaupierre
Keyword(s):  
Needs Assessment ◽  
Clinical Training ◽  
Simulation Training ◽  
Resident Training ◽  
Third Ventriculostomy ◽  
Valuable Insight ◽  
Online Questionnaire ◽  
Design Elements ◽  
Simulation Based ◽  
And Performance

Object In recent years, dramatic changes in surgical education have increased interest in simulation-based training for complex surgical skills. This is particularly true for endoscopic third ventriculostomy (ETV), given the potential for serious intraoperative errors arising from surgical inexperience. However, prior to simulator development, a thorough assessment of training needs is essential to ensure development of educationally relevant platforms. The purpose of this study was to conduct a national needs assessment addressing specific goals of instruction, to guide development of simulation platforms, training curricula, and assessment metrics for ETV. Methods Canadian neurosurgeons performing ETV were invited to participate in a structured online questionnaire regarding the procedural steps for ETV, the frequency and significance of intraoperative errors committed while learning the technique, and simulation training modules of greatest potential educational benefit. Descriptive data analysis was completed for both quantitative and qualitative responses. Results Thirty-two (55.2%) of 58 surgeons completed the survey. All believed that virtual reality simulation training for ETV would be a valuable addition to clinical training. Selection of ventriculostomy site, navigation within the ventricles, and performance of the ventriculostomy ranked as the most important steps to simulate. Technically inadequate ventriculostomy and inappropriate fenestration site selection were ranked as the most frequent/significant errors. A standard ETV module was thought to be most beneficial for resident training. Conclusions To inform the development of a simulation-based training program for ETV, the authors have conducted a national needs assessment. The results provide valuable insight to inform key design elements necessary to construct an educationally relevant device and educational program.

scholarly journals Reinstating a national simulation programme in anaesthesiology during the coronavirus pandemic

2021 ◽  
pp. bmjstel-2021-000894
Author(s):  
Sinead Campbell ◽  
Sarah Corbett ◽  
Crina L Burlacu
Keyword(s):  
Simulation Training ◽  
Online Video ◽  
Safety Measures ◽  
Face To Face ◽  
Video Assisted ◽  
Simulation Based ◽  
High Standards ◽  
Strongly Agree ◽  
Training Opportunities ◽  
Simulation Programme

BackgroundWith the introduction of strict public health measures due to the coronavirus pandemic, we have had to change how we deliver simulation training. In order to reinstate the College of Anaesthesiologists Simulation Training (CAST) programme safely, we have had to make significant logistical changes. We discuss the process of reopening a national simulation anaesthesiology programme during a pandemic.MethodsWe approached how to reinstate the programme with three distinct but intertwined projects, as in the following: (1) a survey of effects of the pandemic on training opportunities for anaesthesiology trainees, (2) proposals for methods of reinstating simulation were developed under the headings avoidance, compromise, accommodation and collaboration. A small online video-assisted simulation pilot was carried out to test the compromise method, (3) having opted for combined accommodation (onsite with smaller participant numbers and safety measures) and collaboration (with other regional centres), a postreinstatement evaluation during a 4-month period was carried out.Results(1) Eighty-five per cent of 64 trainees surveyed felt that they had missed out not only just on simulation-based education (43%) but also on other training opportunities, (2) when five trainees were asked to state on a 1 to 5 Likert scale (strongly disagree, disagree, undecided, agree and strongly agree) whether online video-assisted simulation was similar to face-to-face simulation in four categories (realism, immersion, sense of crisis and stress), only 9 (45%) of the 20 answers agreed they were similar, (3) When onsite simulation was reinstated, the majority of trainees felt that training was similar to prepandemic and were happy to continue with this format.ConclusionIn order to reinstate simulation, we have identified that accommodation and collaboration best suited the CAST while compromise failed to rank high among trainees’ preferences. Onsite courses will continue to be delivered safely while meeting the high standards our trainees have come to expect.

scholarly journals Robo Ludens

2021 ◽  
Vol 10 (4) ◽  
pp. 1-28
Author(s):  
John Edison MUñOZ ◽  
Kerstin Dautenhahn
Keyword(s):  
Human Behavior ◽  
Scoping Review ◽  
Game Design ◽  
Research Community ◽  
Human Robot Interaction ◽  
Multiplayer Games ◽  
Robot Interaction ◽  
Design Elements ◽  
Comprehensive List ◽  
Suitable Solution

The use of games as vehicles to study human-robot interaction (HRI) has been established as a suitable solution to create more realistic and naturalistic opportunities to investigate human behavior. In particular, multiplayer games that involve at least two human players and one or more robots have raised the attention of the research community. This article proposes a scoping review to qualitatively examine the literature on the use of multiplayer games in HRI scenarios employing embodied robots aiming to find experimental patterns and common game design elements. We find that researchers have been using multiplayer games in a wide variety of applications in HRI, including training, entertainment and education, allowing robots to take different roles. Moreover, robots have included different capabilities and sensing technologies, and elements such as external screens or motion controllers were used to foster gameplay. Based on our findings, we propose a design taxonomy called Robo Ludens, which identifies HRI elements and game design fundamentals and classifies important components used in multiplayer HRI scenarios. The Robo Ludens taxonomy covers considerations from a robot-oriented perspective as well as game design aspects to provide a comprehensive list of elements that can foster gameplay and bring enjoyable experiences in HRI scenarios.

scholarly journals Implementing the transvaginal ultrasound simulation training (TRUSST) programme for obstetric registrars

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Sally Byford ◽  
Sarah Janssens ◽  
Rachel Cook
Keyword(s):  
Early Pregnancy ◽  
Confidence Level ◽  
Simulation Training ◽  
Systematic Approach ◽  
Transvaginal Ultrasound ◽  
Skills Training ◽  
Ultrasound Simulation ◽  
Learning Gap ◽  
Assessment Scores ◽  
Simulation Based

Abstract Background Transvaginal ultrasound (TVUS) training opportunities are limited due to its intimate nature; however, TVUS is an important component of early pregnancy assessment. Simulation can bridge this learning gap. Aim To describe and measure the effect of a transvaginal ultrasound simulation programme for obstetric registrars. Materials and methods The transvaginal ultrasound simulation training (TRUSST) curriculum consisted of supported practice using virtual reality transvaginal simulators (ScanTrainer, Medaphor) and communication skills training to assist obstetric registrars in obtaining required competencies to accurately and holistically care for women with early pregnancy complications. Trainee experience of live transvaginal scanning was evaluated with a questionnaire. Programme evaluation was by pre-post self-reported confidence level and objective pre-post training assessment using Objective Structured Assessment of Ultrasound Skills (OSAUS) and modified Royal Australian and New Zealand College of Obstetrics and Gynaecology assessment scores. Quantitative data was compared using paired t tests. Results Fifteen obstetric registrars completed the programme. Numbers of performed live transvaginal ultrasound by trainees were low. Participants reported an increase in confidence level in performing a TVUS following training: mean pre score 1.6/5, mean post score 3/5. Objective assessments improved significantly across both OSAUS and RANZCOG scores following training; mean improvement scores 7.6 points (95% CI 6.2–8.9, p < 0.05) and 32.5 (95% CI 26.4–38.6, p < 0.05) respectively. It was noted that scores for a systematic approach and documentation were most improved: 1.9 (95% CI 1.4–2.5, p < 0.05) and 2.1 (95% CI 1.5–2.7, p < 0.05) respectively. Conclusion The implementation of a simulation-based training curriculum resulted in improved confidence and ability in TVUS scanning, especially with regard to a systematic approach and documentation.

It’s All Fun and Games: The Role of Gamification in E-banking

2021 ◽  
Vol 65 (1) ◽  
pp. 1297-1301
Author(s):  
Meenu Sethu ◽  
Dan Nathan-Roberts
Keyword(s):  
Financial Institutions ◽  
Game Design ◽  
Customer Engagement ◽  
The Internet ◽  
Design Elements ◽  
Online Transactions ◽  
Game Mechanics ◽  
Factors Influencing ◽  
Novel Approach

Traditional banks and financial institutions have witnessed a profound transformation to electronic banking with the rise of the internet over the last two decades. However, most digital banking customers do not feel that the activity of managing their money and making online transactions is exciting or enjoyable. The gamification of e-banking systems is a novel approach for promoting customer engagement that is gaining popularity. This work reviews the factors influencing the adoption of e-banking and how gamification can be used to improve customer engagement, loyalty, and financial wellbeing. An exploration of the most extensively used game design elements in gamified e-banking applications suggests that the use of certain game mechanics and characteristics can be effective in creating enjoyable banking experiences. Based on this research, a set of guidelines is provided for designers and practitioners for introducing game principles in e-banking applications.

The Impact of Design Elements on Undergraduate Nursing Students’ Educational Outcomes in Simulation Education: Protocol for a Systematic Review

2021 ◽  
Author(s):  
Matthew Jackson ◽  
Lauren McTier ◽  
Laura A Brooks ◽  
Rochelle Wynne
Keyword(s):  
Systematic Review ◽  
Nursing Students ◽  
Learning Outcomes ◽  
Educational Outcomes ◽  
Undergraduate Nursing Students ◽  
Design Elements ◽  
Undergraduate Nursing ◽  
Search Terms ◽  
Simulation Based ◽  
The Impact

Abstract Background: Although simulation-based education (SBE) has become increasingly popular as a mode of teaching in undergraduate nursing courses its effect on associated student learning outcomes remains ambiguous. Educational outcomes are influenced by SBE quality that is governed by technology, training, resources and SBE design elements. This paper reports the protocol for a systematic review to identify, appraise and synthesise the best available evidence regarding the impact of SBE on undergraduate nurses’ learning outcomes. Methods: Databases to be searched from 1st of January 1990 include the Cumulative Index to Nursing and Allied Health Literature (CINAHL), the Medical Literature Analysis and Retrieval System Online (MEDLINE), American Psychological Association (APA) PsycInfo and the Education Resources Information Centre (ERIC) via the EBSCO host platform. The Excerpta Medica database (EMBASE) will be searched via the OVID platform. We will review the reference lists of relevant articles for additional citations. A combination of search terms including ‘nursing students’, ‘simulation training, ‘patient simulation’, and ‘immersive simulation’ with common Boolean operators will be used. Specific search terms will be combined with either MeSH or Emtree terms and appropriate permutations for each database. Search findings will be imported into reference management software (Endnote© Version.X9) then uploaded into Covidence where two reviewers will independently screen titles, abstracts and retrieved full text. A third reviewer will be available to resolve conflicts and moderate consensus discussions. Quantitative primary research studies evaluating the effect of SBE on undergraduate nursing students’ educational outcomes will be included. The Mixed Methods Appraisal Tool (MMAT) will be used for quality assessment of core criteria, in addition to the Cochrane RoB 2 and ROBINS-I to assess risk of bias for randomised and non-randomised studies, respectively. Primary outcomes are any measure of knowledge, skills, or attitude. Discussion: SBE has been widely adopted by healthcare disciplines in tertiary teaching settings. This systematic review will reveal (i) the effect of SBE on learning outcomes, (ii) SBE element variability, and (iii) interplay between SBE elements and learning outcome. Findings will specify SBE design elements to inform the design and implementation of future strategies for simulation-based undergraduate nursing education.Systematic Review Registration: PROSPERO CRD42021244530

scholarly journals Integrating Health Behavior Theory and Design Elements in Serious Games

2020 ◽  
Author(s):  
Colleen Cheek ◽  
Theresa Fleming ◽  
Mathijs FG Lucassen ◽  
Heather Bridgman ◽  
Karolina Stasiak ◽  
...  
Keyword(s):  
Health Behavior ◽  
Behavior Change ◽  
Game Design ◽  
Serious Games ◽  
Well Being ◽  
Health Behavior Change ◽  
Serious Game ◽  
User Perceptions ◽  
Design Elements ◽  
User Centered

Background Internet interventions for improving health and well-being have the potential to reach many people and fill gaps in service provision. Serious gaming interfaces provide opportunities to optimize user adherence and impact. Health interventions based in theory and evidence and tailored to psychological constructs have been found to be more effective to promote behavior change. Defining the design elements which engage users and help them to meet their goals can contribute to better informed serious games. Objective To elucidate design elements important in SPARX, a serious game for adolescents with depression, from a user-centered perspective. Methods We proposed a model based on an established theory of health behavior change and practical features of serious game design to organize ideas and rationale. We analyzed data from 5 studies comprising a total of 22 focus groups and 66 semistructured interviews conducted with youth and families in New Zealand and Australia who had viewed or used SPARX. User perceptions of the game were applied to this framework. Results A coherent framework was established using the three constructs of self-determination theory (SDT), autonomy, competence, and relatedness, to organize user perceptions and design elements within four areas important in design: computer game, accessibility, working alliance, and learning in immersion. User perceptions mapped well to the framework, which may assist developers in understanding the context of user needs. By mapping these elements against the constructs of SDT, we were able to propose a sound theoretical base for the model. Conclusions This study’s method allowed for the articulation of design elements in a serious game from a user-centered perspective within a coherent overarching framework. The framework can be used to deliberately incorporate serious game design elements that support a user’s sense of autonomy, competence, and relatedness, key constructs which have been found to mediate motivation at all stages of the change process. The resulting model introduces promising avenues for future exploration. Involving users in program design remains an imperative if serious games are to be fit for purpose.

scholarly journals Realizing a Mobile Multimodal Platform for Serious Games Analytics

2019 ◽  
Vol 6 (4) ◽  
pp. 19-48
Author(s):  
Laila Shoukry ◽  
Stefan Göbel
Keyword(s):  
Game Design ◽  
Serious Games ◽  
Sensor Data ◽  
Educational Game ◽  
Evaluation Procedure ◽  
Multimodal Data ◽  
Design Elements ◽  
Implementation Challenges ◽  
Cognitive States ◽  
Game Developers

This paper presents the design and development of "StoryPlay Multimodal", a mobile multimodal analytics platform for the evaluation of Serious Games. It is intended to serve researchers, teachers and educational game developers as a means to assess their Serious Game Design. This is done by capturing, pre-processing, synchronizing and visualizing multimodal serious games analytics and mobile sensor data from playtesting sessions. By linking log data with multimodal data, it is possible to uncover relations between design elements, gameplay interactions, context parameters and affective and cognitive states. This is crucial for gaining full insight into the session, even if not present with the player at the same location. After discussing design requirements, the architecture of the software, the different modules, additional features, implementation challenges and solutions are presented. The testing settings, participants and results are also discussed to demonstrate how the evaluation procedure can be applied to deliver valuable outcomes for Serious Games Research.

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