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Serious games in surgical medical education: A virtual accident & emergency department as a tool for teaching clinical reasoning in surgery
Seung-Hun Chon;
Ferdinand Timmermann;
Thomas Dratsch;
Nicolai Schuelper;
Patrick Plum;
Felix Berlth;
Rabi Raj Datta;
Christoph Schramm;
Stefan Haneder;
Martin Richard Späth;
Martin Dübbers;
Julia Kleinert;
Tobias Raupach;
Christiane Bruns;
Robert Kleinert
ABSTRACT
Background:
Serious Games enable the simulation of daily working practices and constitute a potential tool for teaching both declarative and procedural knowledge. The availability of educational Serious Games offering a high-fidelity, three-dimensional environment in combination with profound medical background is limited, and most published studies have ass.
Objective:
This study aimed to test the effect of a Serious Game simulating an accident & emergency department (“EMERGE”) on students’ declarative and procedural knowledge as well as their satisfaction with the serious game.
Methods:
This non-randomised trial was performed at the Department of General, Visceral and Cancer Surgery at the University Hospital Cologne in Germany. 140 medical students in the clinical part of their training (5th Semester to PJ (practical year)) self-selected to participate in an experimental study. Declarative knowledge (measured with 20 multiple choice questions) and procedural knowledge (measured with written questions derived from an OSCE station) were assessed before and after working with EMERGE. Students’ impression of the effectiveness and applicability of EMERGE were measured on a 6-point Likert scale.
Results:
A pre-post comparison yielded a significant increase in declarative and procedural knowledge. The effect on declarative knowledge was larger in students in earlier years of education than in students of higher semesters. Additionally, students’ overall impression of EMERGE was positive.
Conclusions:
Students self-selecting to use a serious game in addition to formal teaching gain declarative and procedural knowledge.
Citation
Please cite as:
Chon SH, Timmermann F, Dratsch T, Schuelper N, Plum P, Berlth F, Datta RR, Schramm C, Haneder S, Späth MR, Dübbers M, Kleinert J, Raupach T, Bruns C, Kleinert R
Serious Games in Surgical Medical Education: A Virtual Emergency Department as a Tool for Teaching Clinical Reasoning to Medical Students
