Universität zu Köln

Chon, Seung-Hun ORCID: 0000-0002-8923-6428, Timmermann, Ferdinand ORCID: 0000-0002-2210-9459, Dratsch, Thomas, Schuelper, Nikolai ORCID: 0000-0001-9712-9780, Plum, Patrick, Berlth, Felix ORCID: 0000-0002-3780-0728, Datta, Rabi Raj, Schramm, Christoph, Hander, Stefan, Spaeth, Martin Richard, Duebbers, Martin, Kleinert, Julia, Raupach, Tobias, Bruns, Christiane and Kleinert, Robert (2019). Serious Games in Surgical Medical Education: A Virtual Emergency Department as a Tool for Teaching Clinical Reasoning to Medical Students. JMIR Serious Games, 7 (1). TORONTO: JMIR PUBLICATIONS, INC. ISSN 2291-9279

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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 assessed student satisfaction rather than learning outcome as a function of game use. Objective: This study aimed to test the effect of a serious game simulating an emergency department (EMERGE) on students' declarative and procedural knowledge, as well as their satisfaction with the serious game. Methods: This nonrandomized trial was performed at the Department of General, Visceral and Cancer Surgery at University Hospital Cologne, Germany. A total of 140 medical students in the clinical part of their training (5th to 12th semester) self-selected to participate in this experimental study. Declarative knowledge (measured with 20 multiple choice questions) and procedural knowledge (measured with written questions derived from an Objective Structured Clinical Examination 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 pretest-posttest comparison yielded a significant increase in declarative knowledge. The percentage of correct answers to multiple choice questions increased from before (mean 60.4, SD 16.6) to after (mean 76.0, SD 11.6) playing EMERGE (P<.001). The effect on declarative knowledge was larger in students in lower semesters than in students in higher semesters (P<.001). 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.

Item Type:	Journal Article
Creators:	Creators Email ORCID ORCID Put Code Chon, Seung-Hun UNSPECIFIED orcid.org/0000-0002-8923-6428 UNSPECIFIED Timmermann, Ferdinand UNSPECIFIED orcid.org/0000-0002-2210-9459 UNSPECIFIED Dratsch, Thomas UNSPECIFIED UNSPECIFIED UNSPECIFIED Schuelper, Nikolai UNSPECIFIED orcid.org/0000-0001-9712-9780 UNSPECIFIED Plum, Patrick UNSPECIFIED UNSPECIFIED UNSPECIFIED Berlth, Felix UNSPECIFIED orcid.org/0000-0002-3780-0728 UNSPECIFIED Datta, Rabi Raj UNSPECIFIED UNSPECIFIED UNSPECIFIED Schramm, Christoph UNSPECIFIED UNSPECIFIED UNSPECIFIED Hander, Stefan UNSPECIFIED UNSPECIFIED UNSPECIFIED Spaeth, Martin Richard UNSPECIFIED UNSPECIFIED UNSPECIFIED Duebbers, Martin UNSPECIFIED UNSPECIFIED UNSPECIFIED Kleinert, Julia UNSPECIFIED UNSPECIFIED UNSPECIFIED Raupach, Tobias UNSPECIFIED UNSPECIFIED UNSPECIFIED Bruns, Christiane UNSPECIFIED UNSPECIFIED UNSPECIFIED Kleinert, Robert UNSPECIFIED UNSPECIFIED UNSPECIFIED
URN:	urn:nbn:de:hbz:38-139198
DOI:	10.2196/13028
Journal or Publication Title:	JMIR Serious Games
Volume:	7
Number:	1
Date:	2019
Publisher:	JMIR PUBLICATIONS, INC
Place of Publication:	TORONTO
ISSN:	2291-9279
Language:	English
Faculty:	Unspecified
Divisions:	Unspecified
Subjects:	no entry
Uncontrolled Keywords:	Keywords Language PERFORMANCE; MOTIVATION; GUIDELINES Multiple languages Medical Informatics Multiple languages
Refereed:	Yes
URI:	http://kups.ub.uni-koeln.de/id/eprint/13919