Comparison of the effects of virtual training by serious game and lecture on operating room novices’ knowledge and performance about surgical instruments setup: a multi-center, two-arm study
Abstract Background Game-based training is increasingly implemented in different nursing fields, as it allows students to learn experientially, with the flexibility to regulate their training based on their personal progresses and abilities. This study aimed to compare the effects of virtual trainin...
| Main Authors: | , , , , , , , , , , , |
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| Format: | Article |
| Language: | English |
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BMC
2022-04-01
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| Series: | BMC Medical Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s12909-022-03351-5 |
| _version_ | 1818022764631556096 |
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| author | Fakhridokht Akbari Morteza Nasiri Neda Rashidi Sahar Zonoori Leila Amirmohseni Jamshid Eslami Camellia Torabizadeh Fahimeh Sadat Havaeji Marzieh Beigom Bigdeli Shamloo Crislaine Pires Padilha Paim Mehran Naghibeiranvand Masoomeh Asadi |
| author_facet | Fakhridokht Akbari Morteza Nasiri Neda Rashidi Sahar Zonoori Leila Amirmohseni Jamshid Eslami Camellia Torabizadeh Fahimeh Sadat Havaeji Marzieh Beigom Bigdeli Shamloo Crislaine Pires Padilha Paim Mehran Naghibeiranvand Masoomeh Asadi |
| author_sort | Fakhridokht Akbari |
| collection | DOAJ |
| description | Abstract Background Game-based training is increasingly implemented in different nursing fields, as it allows students to learn experientially, with the flexibility to regulate their training based on their personal progresses and abilities. This study aimed to compare the effects of virtual training by the “Playing with Surgical Instruments (PlaSurIn)” game and the lecture on the surgical instruments setup knowledge and performance of Operating Room (OR) novices. Methods This study was conducted on 51 s-semester undergraduate OR technology students taking the course “An Introduction to Surgical Instruments and Equipment.” An additional virtual training session was held via a learning management system using two different methods. The students of the Game Training Group (GTG, n = 27) played individually with the “PlaSurIn” game during a week, while the students of the Lecture Training Group (LTG, n = 24) received the lecture-based training during a week. To measure knowledge, all the students participated in a theoretical test with 10 multiple-choice questions before and immediately after the training. They also participated in an Objective Structured Clinical Examination (OSCE) after the training, and their performance was evaluated by the remained time for setup completion and the scores, errors, and bonuses. Results The mean score of the theoretical test was significantly higher in the GTG than in the LTG after the training (p = 0.040). Additionally, the GTG participants had higher scores (p = 0.016), fewer errors (p = 0.001), and higher bonuses (p = 0.011) compared to the LTG ones. The remained time for setup completion was also significantly longer in the GTG than in the LTG (p < 0.001). Conclusion Virtual training by “PlaSurIn” was superior to the lecture-based method for the enhancement of surgical instruments setup knowledge and performance amongst OR novices. |
| first_indexed | 2024-12-10T03:33:37Z |
| format | Article |
| id | doaj.art-51f1d56a86d348f1901f9101259e814f |
| institution | Directory Open Access Journal |
| issn | 1472-6920 |
| language | English |
| last_indexed | 2024-12-10T03:33:37Z |
| publishDate | 2022-04-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj.art-51f1d56a86d348f1901f9101259e814f2022-12-22T02:03:45ZengBMCBMC Medical Education1472-69202022-04-012211910.1186/s12909-022-03351-5Comparison of the effects of virtual training by serious game and lecture on operating room novices’ knowledge and performance about surgical instruments setup: a multi-center, two-arm studyFakhridokht Akbari0Morteza Nasiri1Neda Rashidi2Sahar Zonoori3Leila Amirmohseni4Jamshid Eslami5Camellia Torabizadeh6Fahimeh Sadat Havaeji7Marzieh Beigom Bigdeli Shamloo8Crislaine Pires Padilha Paim9Mehran Naghibeiranvand10Masoomeh Asadi11Department of Nursing, Behbahan Faculty of Medical SciencesStudent Research Committee, Shiraz University of Medical SciencesDepartment of Operating Room Technology, School of Paramedical Sciences, Dezful University of Medical ScienceDepartment of Nursing, Broujerd School of Nursing, Lorestan University of Medical SciencesDepartment of Operating Room Nursing, Behbahan Faculty of Medical SciencesDepartment of Operating Room Nursing, School of Nursing and Midwifery, Shiraz University of Medical SciencesDepartment of Nursing, School of Nursing and Midwifery, Shiraz University of Medical SciencesDepartment of Operating Room Technology, School of Paramedical Sciences, Qom University of Medical SciencesDepartment of Operating Room Technology, School of Paramedical Sciences, Dezful University of Medical ScienceDepartment of Graduate Nursing Program, Institute of Cardiology of Rio Grande Do Sul, University Foundation of CardiologyDepartment of Nursing, Islamic Azad UniversityDepartment of Operating Room Nursing, Abadan University of Medical SciencesAbstract Background Game-based training is increasingly implemented in different nursing fields, as it allows students to learn experientially, with the flexibility to regulate their training based on their personal progresses and abilities. This study aimed to compare the effects of virtual training by the “Playing with Surgical Instruments (PlaSurIn)” game and the lecture on the surgical instruments setup knowledge and performance of Operating Room (OR) novices. Methods This study was conducted on 51 s-semester undergraduate OR technology students taking the course “An Introduction to Surgical Instruments and Equipment.” An additional virtual training session was held via a learning management system using two different methods. The students of the Game Training Group (GTG, n = 27) played individually with the “PlaSurIn” game during a week, while the students of the Lecture Training Group (LTG, n = 24) received the lecture-based training during a week. To measure knowledge, all the students participated in a theoretical test with 10 multiple-choice questions before and immediately after the training. They also participated in an Objective Structured Clinical Examination (OSCE) after the training, and their performance was evaluated by the remained time for setup completion and the scores, errors, and bonuses. Results The mean score of the theoretical test was significantly higher in the GTG than in the LTG after the training (p = 0.040). Additionally, the GTG participants had higher scores (p = 0.016), fewer errors (p = 0.001), and higher bonuses (p = 0.011) compared to the LTG ones. The remained time for setup completion was also significantly longer in the GTG than in the LTG (p < 0.001). Conclusion Virtual training by “PlaSurIn” was superior to the lecture-based method for the enhancement of surgical instruments setup knowledge and performance amongst OR novices.https://doi.org/10.1186/s12909-022-03351-5LecturePerioperative nursingSerious gameSurgical instruments |
| spellingShingle | Fakhridokht Akbari Morteza Nasiri Neda Rashidi Sahar Zonoori Leila Amirmohseni Jamshid Eslami Camellia Torabizadeh Fahimeh Sadat Havaeji Marzieh Beigom Bigdeli Shamloo Crislaine Pires Padilha Paim Mehran Naghibeiranvand Masoomeh Asadi Comparison of the effects of virtual training by serious game and lecture on operating room novices’ knowledge and performance about surgical instruments setup: a multi-center, two-arm study BMC Medical Education Lecture Perioperative nursing Serious game Surgical instruments |
| title | Comparison of the effects of virtual training by serious game and lecture on operating room novices’ knowledge and performance about surgical instruments setup: a multi-center, two-arm study |
| title_full | Comparison of the effects of virtual training by serious game and lecture on operating room novices’ knowledge and performance about surgical instruments setup: a multi-center, two-arm study |
| title_fullStr | Comparison of the effects of virtual training by serious game and lecture on operating room novices’ knowledge and performance about surgical instruments setup: a multi-center, two-arm study |
| title_full_unstemmed | Comparison of the effects of virtual training by serious game and lecture on operating room novices’ knowledge and performance about surgical instruments setup: a multi-center, two-arm study |
| title_short | Comparison of the effects of virtual training by serious game and lecture on operating room novices’ knowledge and performance about surgical instruments setup: a multi-center, two-arm study |
| title_sort | comparison of the effects of virtual training by serious game and lecture on operating room novices knowledge and performance about surgical instruments setup a multi center two arm study |
| topic | Lecture Perioperative nursing Serious game Surgical instruments |
| url | https://doi.org/10.1186/s12909-022-03351-5 |
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