Previously submitted to: JMIR Serious Games (no longer under consideration since Dec 11, 2021)
Date Submitted: May 11, 2021
Warning: This is an author submission that is not peer-reviewed or edited. Preprints - unless they show as "accepted" - should not be relied on to guide clinical practice or health-related behavior and should not be reported in news media as established information.
Comparative effectiveness of a serious game and usual supervised work for postpartum hemorrhage management: a crossover randomized controlled trial
ABSTRACT
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.
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