UNSTRUCTURED
Purpose: Because serious games promote learning and cognitive skill development, they may be useful for teaching students to manage postpartum hemorrhage (PPH) and its complex decision algorithm. This study aimed to compare the effectiveness of a serious game with usual supervised work in producing knowledge and satisfaction.
Methods: This two-center two-stage crossover randomized controlled trial included student midwives. One group underwent the serious game intervention in the first period (January 2018) and the usual supervised classroom work in the second (May 2018); the other group followed the reverse chronology. The primary outcome was knowledge of the PPH management algorithm, assessed by responses to a case vignette after each intervention session. Satisfaction was the secondary outcome.
Results: The serious game-supervised work (SG-SW) chronology was allocated to 48 students, and its inverse (SW-SG) to 47; knowledge did not differ between the two groups (respectively, 89.5% versus 83.5%, P=0.3). Satisfaction was significantly higher for the game for its overall grade (6.8 vs 6.1, P=0.009), engagingness (very good 82.1% vs 24.3%, P<.001), and ease of use (very good 77.9% vs 46.1%, P<.001)
Conclusion: The serious game did not produce more knowledge than supervised work, but is probably educationally useful because of greater student satisfaction.
Feasibility study by a single-blind randomized controlled trial of self-management of mobility with a gait-speed feedback device by older persons at risk for falling
