Effects of Pre-Course Preparation Using a Serious Smartphone Game on Advanced Life Support Knowledge and Skills: A randomized controlled trial. (Preprint)

BACKGROUND Over the past several years, gamified learning has been growing in popularity in various medical educational contexts including cardiopulmonary resuscitation (CPR) training. Furthermore, prior work in Basic Life Support (BLS) training has demonstrated the benefits of serious games as a method for pre-training among medical students. However, there is little evidence to support these benefits with regard to Advanced Life Support (ALS) training OBJECTIVE We compare the effects of a brief pre-course ALS preparation course using a serious smartphone game on students' knowledge, skills, and perceptions in this area with those of conventional ALS training alone. METHODS A serious game (Resus Days) was developed by a Thai physician based on global ALS clinical practice guidelines. Fifth-year medical students were enrolled and randomized to either a game group or a control group. Participants in both groups attended a traditional lecture, but the game group were pretrained using Resus days (1 hour prior to the lecture). All students underwent conventional ALS training, and their abilities were evaluated using multiple choice questions and with hands-on practice on a mannequin. Subjects' attitudes and perceptions about the game were evaluated using a questionnaire. RESULTS A total of 105 students participated in the study and were randomly assigned to either the game group (n = 52) or the control group (n = 53). Students in the game group improved at a higher rate on the algorithm knowledge test compared with those in the control group (17.33±1.93 vs. 16.60±1.97, p=0.01). The game group's pass rate on the skill test was also higher, but not to a statistically significant extent (79% vs. 66%; p=0.09). Students also indicated high satisfaction with the game (9.02±1.11 out of 10). CONCLUSIONS Engaging in game-based preparation prior to an ALS training course resulted in greater improvements to medical students’ algorithm knowledge scores than attending the course alone. CLINICALTRIAL The clinical trial registration number is TCTR20190809002.

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Effects of pre-course preparation using a serious smartphone game on advanced life support knowledge and skills -A randomized controlled trial

European Heart Journal ◽

10.1093/ehjci/ehaa946.3451 ◽

2020 ◽

Vol 41 (Supplement_2) ◽

Author(s):

P Kotruchin ◽

P Phungoen ◽

T Mitsungnern

Keyword(s):

Medical Students ◽

Life Support ◽

Controlled Trial ◽

Advanced Life Support ◽

Pass Rate ◽

Control Group ◽

Multiple Choice Questions ◽

Skill Test ◽

High Satisfaction ◽

Gamified Learning

Abstract Background Over the past several years, gamified learning has been growing in popularity in various medical educational contexts including cardiopulmonary resuscitation (CPR) training. Furthermore, prior work in Basic Life Support (BLS) training has demonstrated the benefits of serious games as a method for pre-training among medical students. However, there is little evidence to support these benefits with regard to Advanced Life Support (ALS) training Objective We compare the effects of a brief pre-course ALS preparation course using a serious smartphone game on students' knowledge, skills, and perceptions in this area with those of conventional ALS training alone. Methods A serious game (Resus Days) was developed by a Thai physician based on global ALS clinical practice guidelines. Fifth-year medical students were enrolled and randomized to either a game group or a control group. Participants in both groups attended a traditional ALS lecture, but the game group was assigned to play Resus Days for 1 hour before attending the lecture and as wished after that. All students underwent conventional ALS training, and their abilities were evaluated using multiple choice questions and with hands-on practice on a mannequin. Subjects' attitudes and perceptions about the game were evaluated using a questionnaire. Results A total of 105 students participated in the study and were randomly assigned to either the game group (n=52) or the control group (n=53). Students in the game group performed better on the ALS algorithm knowledge posttest than those in the control group (17.22±1.93 vs 16.60±1.97, P=0.01; adjusted mean difference [AMD] 0.93, 95% CI 0.21–1.66;). The game group's pass rate on the skill test was also higher, but not to a statistically significant extent (79% vs 66%, P=0.09; adjusted odds ratio [AOR] 2.22, 95% CI 0.89–5.51). Students also indicated high satisfaction with the game (9.02±1.11 out of 10). Conclusions Engaging in game-based preparation prior to an ALS training course resulted in greater medical students' algorithm knowledge scores than attending the course alone. A screen shot of Resus Days Funding Acknowledgement Type of funding source: None

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Precourse Preparation Using a Serious Smartphone Game on Advanced Life Support Knowledge and Skills: Randomized Controlled Trial (Preprint)

10.2196/preprints.16987 ◽

2019 ◽

Author(s):

Pariwat Phungoen ◽

Songwoot Promto ◽

Sivit Chanthawatthanarak ◽

Sawitree Maneepong ◽

Korakot Apiratwarakul ◽

...

Keyword(s):

Medical Students ◽

Life Support ◽

Controlled Trial ◽

Advanced Life Support ◽

Pass Rate ◽

Control Group ◽

Multiple Choice Questions ◽

Training Course ◽

Skill Test ◽

Gamified Learning

BACKGROUND In the past several years, gamified learning has been growing in popularity in various medical educational contexts including cardiopulmonary resuscitation (CPR) training. Furthermore, prior work in Basic Life Support (BLS) training has demonstrated the benefits of serious games as a method for pretraining among medical students. However, there is little evidence to support these benefits with regard to Advanced Life Support (ALS) training. OBJECTIVE We compare the effects of a brief precourse ALS preparation using a serious smartphone game on student knowledge, skills, and perceptions in this area with those of conventional ALS training alone. METHODS A serious game (Resus Days) was developed by a Thai physician based on global ALS clinical practice guidelines. Fifth-year medical students were enrolled and randomized to either the game group or the control group. Participants in both groups attended a traditional ALS lecture, but the game group was assigned to play Resus Days for 1 hour before attending the lecture and were allowed to play as much as they wished during the training course. All students underwent conventional ALS training, and their abilities were evaluated using multiple-choice questions and with hands-on practice on a mannequin. Subject attitudes and perceptions about the game were evaluated using a questionnaire. RESULTS A total of 105 students participated in the study and were randomly assigned to either the game group (n=52) or the control group (n=53). Students in the game group performed better on the ALS algorithm knowledge posttest than those in the control group (17.22 [SD 1.93] vs 16.60 [SD 1.97], <i>P</i>=.01; adjusted mean difference [AMD] 0.93; 95% CI 0.21-1.66). The game group’s pass rate on the skill test was also higher but not to a statistically significant extent (79% vs 66%, <i>P</i>=.09; adjusted odds ratio [AOR] 2.22; 95% CI 0.89-5.51). Students indicated high satisfaction with the game (9.02 [SD 1.11] out of 10). CONCLUSIONS Engaging in game-based preparation prior to an ALS training course resulted in better algorithm knowledge scores for medical students than attending the course alone. CLINICALTRIAL Thai Clinical Trials Registry HE611533; https://tinyurl.com/wmbp3q7

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Precourse Preparation Using a Serious Smartphone Game on Advanced Life Support Knowledge and Skills: Randomized Controlled Trial

Journal of Medical Internet Research ◽

10.2196/16987 ◽

2020 ◽

Vol 22 (3) ◽

pp. e16987 ◽

Cited By ~ 1

Author(s):

Pariwat Phungoen ◽

Songwoot Promto ◽

Sivit Chanthawatthanarak ◽

Sawitree Maneepong ◽

Korakot Apiratwarakul ◽

...

Keyword(s):

Medical Students ◽

Life Support ◽

Controlled Trial ◽

Advanced Life Support ◽

Pass Rate ◽

Control Group ◽

Multiple Choice Questions ◽

Training Course ◽

Skill Test ◽

Gamified Learning

Background In the past several years, gamified learning has been growing in popularity in various medical educational contexts including cardiopulmonary resuscitation (CPR) training. Furthermore, prior work in Basic Life Support (BLS) training has demonstrated the benefits of serious games as a method for pretraining among medical students. However, there is little evidence to support these benefits with regard to Advanced Life Support (ALS) training. Objective We compare the effects of a brief precourse ALS preparation using a serious smartphone game on student knowledge, skills, and perceptions in this area with those of conventional ALS training alone. Methods A serious game (Resus Days) was developed by a Thai physician based on global ALS clinical practice guidelines. Fifth-year medical students were enrolled and randomized to either the game group or the control group. Participants in both groups attended a traditional ALS lecture, but the game group was assigned to play Resus Days for 1 hour before attending the lecture and were allowed to play as much as they wished during the training course. All students underwent conventional ALS training, and their abilities were evaluated using multiple-choice questions and with hands-on practice on a mannequin. Subject attitudes and perceptions about the game were evaluated using a questionnaire. Results A total of 105 students participated in the study and were randomly assigned to either the game group (n=52) or the control group (n=53). Students in the game group performed better on the ALS algorithm knowledge posttest than those in the control group (17.22 [SD 1.93] vs 16.60 [SD 1.97], P=.01; adjusted mean difference [AMD] 0.93; 95% CI 0.21-1.66). The game group’s pass rate on the skill test was also higher but not to a statistically significant extent (79% vs 66%, P=.09; adjusted odds ratio [AOR] 2.22; 95% CI 0.89-5.51). Students indicated high satisfaction with the game (9.02 [SD 1.11] out of 10). Conclusions Engaging in game-based preparation prior to an ALS training course resulted in better algorithm knowledge scores for medical students than attending the course alone. Trial Registration Thai Clinical Trials Registry HE611533; https://tinyurl.com/wmbp3q7

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Effect of Story-Based Audio Visual Mnemonics in Comparison with Text Reading Method on Memory Consolidation among Medical Students: A randomized Controlled Trial

10.21203/rs.3.rs-24300/v1 ◽

2020 ◽

Author(s):

Mona Mohamed Ibrahim Abdalla ◽

Meram Azzani ◽

Reanugah Rajendren ◽

Tan Kim Hong ◽

Yamunah A/P Balachandran ◽

...

Keyword(s):

Medical Students ◽

Memory Consolidation ◽

Controlled Trial ◽

Controlled Study ◽

Control Group ◽

Memory Retention ◽

Multiple Choice Questions ◽

Visual Mnemonics ◽

Text Reading ◽

Single Response

Abstract Background: Traditional teaching methods via faculty lectures lacked interactivity, as seen with text-based materials. Hence, this research aimed to compare the effectiveness of story-based audio-visual mnemonics and conventional text reading methods on medical students’ memory consolidation. Methods: A single-center, systematic random sampling, single-blinded, controlled study was conducted among 80 medical students in year one. The students were randomly assigned to the text-based (control) or story-based audio-visual mnemonics (intervention). Then, a test was held immediately, consisting of ten multiple-choice questions and ten oral recall keywords based on the topic given. The test was repeated in one week, two weeks, and four weeks later. Both descriptive and inferential statistics were utilized. The mean score difference between the audiovisual mnemonic and control groups was determined using a two-tailed unpaired t-test. Results: This study found that participants who underwent a story-based audiovisual mnemonics method had statistically significant higher marks in the single-response answer questions compared to participants who undergone a text reading method. The audiovisual group also spent a statistically significant shorter time to recall in the oral recall test in comparison to the control group. In conclusion, story-based audio-visual mnemonics are more effective in medical student’s memory retention compared to the conventional text reading method.

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Electric Toy Car to Reduce Anxiety Before a Cardiac Catherization: Randomized Controlled Trial

10.21203/rs.3.rs-468450/v1 ◽

2021 ◽

Author(s):

Edouard Chambon ◽

Emmanuelle Fournier ◽

Maha Tagorti ◽

Florence Lecerf ◽

Nadera Chaouche ◽

...

Keyword(s):

Controlled Trial ◽

Intervention Group ◽

Control Group ◽

Anesthesia Induction ◽

Clinical Trial Registration ◽

Catheterization Laboratory ◽

Electric Car ◽

Registration Number ◽

Males And Females ◽

Cardiac Catherization

Abstract Anxiety before an invasive intervention is associated in children with persistent psychological disorders. We studied the effect of the transfer to the catheterization room by an electric toy-car on the anxiety of children and their parents before a cardiac catheterization. Forty-eight children with a median age of 5.6 years [4.2-7.0] were randomized to either riding on an electric car to go to the catheterization laboratory or being transported lying supine on a gurney. Anxiety assessments were performed by a physician blinded to allocation group on the day before the procedure (T0) and at anesthesia induction (T1). The modified Yale score (mYPAS-SF) and visual analog scale for anxiety (VAS-A) were used in the children, and the VAS-A in the parents. The mYPAS-SF, VAS-A-child and the VAS-A-parent scores were significantly higher at T1 than at T0 (P < 0.001, P < 0.001, and P = 0.005, respectively). The primary outcome (the median mYPAS-SF score at T1) was not significantly different in the two groups when males and females were combined. At T1, the VAS-A-child score, however, was significantly lower in the intervention than the control group (22 versus 55, P < 0.001). In the boys, the median mYPAS-SF score at T1 was significantly lower in the intervention group (25.0 versus 51.0, P = 0.024). No difference was observed in girls. The VAS-A parent score was lower at T1 in the intervention group (60 versus 87, P = 0.05). Conclusion: Riding to the catheterization laboratory on an electric toy car decreased anxiety at anesthesia induction in boys and also decreased parental anxiety.Clinical trial Registration: Registration number: ID-RCB: 2019-A00459-48. Date of registration: March 27th 2019.

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Time for Reflection: The Balance between Repetition and Feedback in Resuscitation Training—A Randomised Controlled Trial

Advances in Emergency Medicine ◽

10.1155/2015/593625 ◽

2015 ◽

Vol 2015 ◽

pp. 1-7

Author(s):

Kristian Krogh ◽

Morten Pilegaard ◽

Berit Eika

Keyword(s):

Randomised Controlled Trial ◽

Retention Test ◽

Life Support ◽

Controlled Trial ◽

Intervention Group ◽

Advanced Life Support ◽

Control Group ◽

Resuscitation Training ◽

Significant Difference ◽

Randomised Controlled

Background. The simulation literature widely agrees that the reflective learning phase after the simulation is equal to or perhaps of even greater importance than the actual simulated scenario in ensuring learning. Nevertheless, advanced life support (ALS) tends to have many simulated scenarios followed by short feedback sessions. The aim of this study was to compare the ability of two groups of novice learners to stay adherent to the ALS guidelines in their provision of ALS after they had received either 8 or 12 simulated resuscitation scenarios, both in 4 hours. Methods. This study was a randomised controlled trial. Participants were either randomised to the control group with 12 scenarios (15 minutes per scenario) with 5 minutes of feedback or the intervention group with 8 simulations (15 minutes per scenario) with 15 minutes of feedback. Results. There was no statistically significant difference in test scores between the intervention group and control group in the 1-week retention test (p=0.59) and the 12-week retention test (p=0.43). Conclusion. This study suggests that the lower number of repetitive ALS simulation scenarios does not diminish learning when the feedback is equally prolonged to ensure sufficient time for reflection.

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Efficacy of pediatric integrative manual therapy in positional plagiocephaly: a randomized controlled trial

Italian Journal of Pediatrics ◽

10.1186/s13052-021-01079-4 ◽

2021 ◽

Vol 47 (1) ◽

Author(s):

Iñaki Pastor-Pons ◽

María Orosia Lucha-López ◽

Marta Barrau-Lalmolda ◽

Iñaki Rodes-Pastor ◽

Ángel Luis Rodríguez-Fernández ◽

...

Keyword(s):

Manual Therapy ◽

Education Program ◽

Controlled Trial ◽

Asymmetry Index ◽

Trial Registration ◽

Control Group ◽

Parental Perception ◽

Positional Plagiocephaly ◽

Caregiver Education ◽

Registration Number

Abstract Background Positional plagiocephaly frequently affects healthy babies. It is hypothesized that manual therapy tailored to pediatrics is more effective in improving plagiocephalic cranial asymmetry than just repositioning and sensory and motor stimulation. Methods Thirty-four neurologically healthy subjects aged less than 28 weeks old with a difference of at least 5 mm between cranial diagonal diameters were randomly distributed into 2 groups. For 10 weeks, the pediatric integrative manual therapy (PIMT) group received manual therapy plus a caregiver education program, while the controls received the same education program exclusively. Cranial shape was evaluated using anthropometry; cranial index (CI) and cranial vault asymmetry index (CVAI) were calculated. Parental perception of change was assessed using a visual analogue scale (− 10 cm to + 10 cm). Results CVAI presented a greater decrease in PIMT group: 3.72 ± 1.40% compared with 0.34 ± 1.72% in the control group (p = 0.000). CI did not present significant differences between groups. Manual therapy led to a more positive parental perception of cranial changes (manual therapy: 6.66 ± 2.07 cm; control: 4.25 ± 2.31 cm; p = 0.004). Conclusion Manual therapy plus a caregiver education program improved CVAI and led to parental satisfaction more effectively than solely a caregiver education program. Trial registration Trial registration number: NCT03659032; registration date: September 1, 2018. Retrospectively registered.

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Randomized, controlled trial of lasmiditan over four migraine attacks: Findings from the CENTURION study

Cephalalgia ◽

10.1177/0333102421989232 ◽

2021 ◽

Vol 41 (3) ◽

pp. 294-304 ◽

Cited By ~ 2

Author(s):

Messoud Ashina ◽

Uwe Reuter ◽

Timothy Smith ◽

Judith Krikke-Workel ◽

Suzanne R Klise ◽

...

Keyword(s):

Controlled Trial ◽

Study Drug ◽

Statistical Testing ◽

Control Group ◽

Double Blind ◽

Treatment Groups ◽

Primary Endpoints ◽

Registration Number ◽

Secondary Endpoints ◽

Common Teaes

Background We present findings from the multicenter, double-blind Phase 3 study, CENTURION. This study was designed to assess the efficacy of and consistency of response to lasmiditan in the acute treatment of migraine across four attacks. Methods Patients were randomized 1:1:1 to one of three treatment groups – lasmiditan 200 mg; lasmiditan 100 mg; or a control group that received placebo for three attacks and lasmiditan 50 mg for either the third or fourth attack. The primary endpoints were pain freedom at 2 h (first attack) and pain freedom at 2 h in ≥2/3 attacks. Secondary endpoints included pain relief, sustained pain freedom and disability freedom. Statistical testing used a logistic regression model and graphical methodology to control for multiplicity. Results Overall, 1471 patients treated ≥1 migraine attack with the study drug. Both primary endpoints were met for lasmiditan 100 mg and 200 mg ( p < 0.001). All gated secondary endpoints were met. The incidence of treatment-emergent adverse events (TEAEs) was highest during the first attack. The most common TEAEs with lasmiditan were dizziness, paresthesia, fatigue, and nausea; these were generally mild or moderate in severity. Conclusions These results confirm the early and sustained efficacy of lasmiditan 100 mg and 200 mg and demonstrate consistency of response across multiple attacks. Trial Registration Number: NCT03670810

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The effect of therapeutic listening on anxiety and fear among surgical patients: randomized controlled trial

Revista Latino-Americana de Enfermagem ◽

10.1590/1518-8345.2438.3027 ◽

2018 ◽

Vol 26 (0) ◽

Author(s):

Ana Cláudia Mesquita Garcia ◽

Talita Prado Simão-Miranda ◽

Ana Maria Pimenta Carvalho ◽

Paula Condé Lamparelli Elias ◽

Maria da Graça Pereira ◽

...

Keyword(s):

Heart Rate ◽

Randomized Controlled Trial ◽

State Anxiety ◽

Controlled Trial ◽

Intervention Group ◽

Control Group ◽

Clinical Trial Registration ◽

Physiological Variables ◽

Randomized Controlled ◽

Therapeutic Listening

ABSTRACT Objective: To investigate the effect of therapeutic listening on state anxiety and surgical fears in preoperative colorectal cancer patients. Method: A randomized controlled trial with 50 patients randomly allocated in the intervention group (therapeutic listening) (n = 25) or in the control group (n = 25). The study evaluated the changes in the variables state anxiety, surgical fears and physiological variables (salivary alpha-amylase, salivary cortisol, heart rate, respiratory rate and blood pressure). Results: In the comparison of the variables in the control and intervention groups in pre- and post-intervention, differences between the two periods for the variables cortisol (p=0.043), heart rate (p=0.034) and surgical fears (p=0.030) were found in the control group, which presented reduction in the values of these variables. Conclusion: There was no reduction in the levels of the variables state anxiety and surgical fears resulting from the therapeutic listening intervention, either through the physiological or psychological indicators. However, the contact with the researcher during data collection, without stimulus to reflect on the situation, may have generated the results of the control group. Clinical Trial Registration: NCT02455128.

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Development and evaluation of an online medication safety module for medical students at a rural teaching hospital: the Winchester District Memorial Hospital

BMJ Open Quality ◽

10.1136/bmjoq-2021-001385 ◽

2021 ◽

Vol 10 (2) ◽

pp. e001385

Author(s):

Ali Elbeddini ◽

Yasamin Tayefehchamani

Keyword(s):

Online Learning ◽

Medical Students ◽

Medication Safety ◽

Controlled Trial ◽

Effective Means ◽

Intervention Group ◽

Control Group ◽

Open Label ◽

Online Module ◽

Learning Module

ObjectiveTo design, implement and assess an online learning module for third-year and fourth-year medical students addressing medication safety.DesignThis study was a prospective, parallel, open-label, randomised controlled trial with two arms: (1) a control arm in which students were given five articles to read about medication safety, and (2) an intervention arm in which students were given access to an interactive web-based learning module on medication safety. Pretesting and post-testing were done online to evaluate change in medication safety knowledge.ResultsTen students completed the study in the intervention group (online module) and six students completed the study in the control group. The increase in score obtained on the post-test, relative to the pretest, was 15.4% in the group who completed the online module and 2.0% in the control group (difference=13.4%, 95% CI 0.5% to 26.2%, p=0.04).ConclusionStudents who completed an online educational tool about medication safety demonstrated a significantly greater increase in knowledge than those who completed a few readings. Online learning modules can be a convenient and effective means of teaching safe prescribing concepts to medical trainees.

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