Using active learning strategies during a quality improvement collaborative: exploring educational games to enhance learning among healthcare professionals
Background The Breakthrough Series model uses learning sessions (LS) to promote education, professional development and quality improvement (QI) in healthcare. Staff divergences regarding prior knowledge, previous experience, preferences and motivations make selecting which pedagogic strategies to u...
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| Format: | Article |
| Language: | English |
| Published: |
BMJ Publishing Group
2024-04-01
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| Series: | BMJ Open Quality |
| Online Access: | https://bmjopenquality.bmj.com/content/13/2/e002427.full |
| _version_ | 1827166012723691520 |
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| author | Rafaela Moraes de Moura Sebastian Vernal Marianilza Lopes da Silva Flavia Fernanda Franco Jessica Alves Vieira Juliana Fernandes da Silva Guilherme Cesar Silva Dias Santos Beatriz Marques da Cunha Fernando Enrique Arriel Pereira Natalia Nardoni Francielle Bendersky Gomes Brunno Cesar Batista Cocentino Roberta Gonçalves Marques Natalia Souza de Melo Ademir Jose Petenate Andreza Pivato Susin Hamada Cristiane Maria Reis Cristalda Luciana Yumi Ue Claudia Garcia de Barros Aline Brenner Amanda Brassaroto Gimenes Ana Paula Neves Marques de Pinho Ananda Yana Zamberlan Alvarez Andrea Keiko Fujinami Gushken Andreia Lopes de Lima Beatriz Ramos Bruno de Melo Tavares Camila Bertoldo Pinheiro Cilene Saghabi Claudia Vallone Silva Cristiana Martins Prandini Daniela Pino Vinho Dejanira Aparecida Regagnin Edileusa Novaes Erica Deji Moura Morosov Graziella Pacheco Velloni Gynara Rezende Gonzalez do Valle Barbosa Helena Barreto dos Santos Ingvar Ludwig Augusto de Souza Karen Cristina da Conceição Dias Silva Lais Silvestre Bizerra Baltazar Livia Muller Bernz Luciana Gouvea de Albuquerque Souza Marcelo Luz Pereira Romano Maria Yamashita Nidia Cristina de Souza Patricia dos Santos Bopsin Patrick Jacobsen Westphal Priscila Martini Bernardi Garzella Renata Gonsalez dos Santos Samara de Campos Braga Teilor Ricardo dos Santos Viviane Aparecido Zopelaro de Melo Wladimir Garcia Silva Youri Eliphas de Almeida |
| author_facet | Rafaela Moraes de Moura Sebastian Vernal Marianilza Lopes da Silva Flavia Fernanda Franco Jessica Alves Vieira Juliana Fernandes da Silva Guilherme Cesar Silva Dias Santos Beatriz Marques da Cunha Fernando Enrique Arriel Pereira Natalia Nardoni Francielle Bendersky Gomes Brunno Cesar Batista Cocentino Roberta Gonçalves Marques Natalia Souza de Melo Ademir Jose Petenate Andreza Pivato Susin Hamada Cristiane Maria Reis Cristalda Luciana Yumi Ue Claudia Garcia de Barros Aline Brenner Amanda Brassaroto Gimenes Ana Paula Neves Marques de Pinho Ananda Yana Zamberlan Alvarez Andrea Keiko Fujinami Gushken Andreia Lopes de Lima Beatriz Ramos Bruno de Melo Tavares Camila Bertoldo Pinheiro Cilene Saghabi Claudia Vallone Silva Cristiana Martins Prandini Daniela Pino Vinho Dejanira Aparecida Regagnin Edileusa Novaes Erica Deji Moura Morosov Graziella Pacheco Velloni Gynara Rezende Gonzalez do Valle Barbosa Helena Barreto dos Santos Ingvar Ludwig Augusto de Souza Karen Cristina da Conceição Dias Silva Lais Silvestre Bizerra Baltazar Livia Muller Bernz Luciana Gouvea de Albuquerque Souza Marcelo Luz Pereira Romano Maria Yamashita Nidia Cristina de Souza Patricia dos Santos Bopsin Patrick Jacobsen Westphal Priscila Martini Bernardi Garzella Renata Gonsalez dos Santos Samara de Campos Braga Teilor Ricardo dos Santos Viviane Aparecido Zopelaro de Melo Wladimir Garcia Silva Youri Eliphas de Almeida |
| collection | DOAJ |
| description | Background The Breakthrough Series model uses learning sessions (LS) to promote education, professional development and quality improvement (QI) in healthcare. Staff divergences regarding prior knowledge, previous experience, preferences and motivations make selecting which pedagogic strategies to use in LS a challenge.Aim We aimed to assess new active-learning strategies: two educational games, a card game and an escape room-type game, for training in healthcare-associated infection prevention.Methods This descriptive case study evaluated the performance of educational strategies during a Collaborative to reduce healthcare-associated infections in Brazilian intensive care units (ICUs). A post-intervention survey was voluntarily offered to all participants in LS activities.Results Seven regional 2-day LS were held between October and December 2022 (six for adult ICUs and one for paediatric/neonatal ICUs). Of 194 institutions participating in a nationwide QI initiative, 193 (99.4%) participated in these activities, totalling 850 healthcare professionals. From these, 641 participants responded to the survey (75.4%). The post-intervention survey showed that the participants responded positively to the educational activities.Conclusion The participants perceived the various pedagogical strategies positively, which shows the value of a broad and diverse educational approach, customised to local settings and including game-based activities, to enhance learning among healthcare professionals. |
| first_indexed | 2024-04-24T08:03:14Z |
| format | Article |
| id | doaj.art-d8e685c83af64dbaa339ffd338791ecb |
| institution | Directory Open Access Journal |
| issn | 2399-6641 |
| language | English |
| last_indexed | 2025-03-21T01:41:38Z |
| publishDate | 2024-04-01 |
| publisher | BMJ Publishing Group |
| record_format | Article |
| series | BMJ Open Quality |
| spelling | doaj.art-d8e685c83af64dbaa339ffd338791ecb2024-08-02T23:35:10ZengBMJ Publishing GroupBMJ Open Quality2399-66412024-04-0113210.1136/bmjoq-2023-002427Using active learning strategies during a quality improvement collaborative: exploring educational games to enhance learning among healthcare professionals Rafaela Moraes de MouraSebastian Vernal0Marianilza Lopes da Silva1Flavia Fernanda Franco2Jessica Alves Vieira3Juliana Fernandes da Silva4Guilherme Cesar Silva Dias Santos5Beatriz Marques da Cunha6Fernando Enrique Arriel Pereira7Natalia Nardoni8Francielle Bendersky Gomes9Brunno Cesar Batista Cocentino10Roberta Gonçalves Marques11Natalia Souza de Melo12Ademir Jose Petenate13Andreza Pivato Susin Hamada14Cristiane Maria Reis Cristalda15Luciana Yumi Ue16Claudia Garcia de Barros17Aline BrennerAmanda Brassaroto GimenesAna Paula Neves Marques de PinhoAnanda Yana Zamberlan AlvarezAndrea Keiko Fujinami GushkenAndreia Lopes de LimaBeatriz RamosBruno de Melo TavaresCamila Bertoldo PinheiroCilene SaghabiClaudia Vallone SilvaCristiana Martins PrandiniDaniela Pino VinhoDejanira Aparecida RegagninEdileusa NovaesErica Deji Moura MorosovGraziella Pacheco VelloniGynara Rezende Gonzalez do Valle BarbosaHelena Barreto dos SantosIngvar Ludwig Augusto de SouzaKaren Cristina da Conceição Dias SilvaLais Silvestre Bizerra BaltazarLivia Muller BernzLuciana Gouvea de Albuquerque SouzaMarcelo Luz Pereira RomanoMaria YamashitaNidia Cristina de SouzaPatricia dos Santos BopsinPatrick Jacobsen WestphalPriscila Martini Bernardi GarzellaRenata Gonsalez dos SantosSamara de Campos BragaTeilor Ricardo dos SantosViviane Aparecido Zopelaro de MeloWladimir Garcia SilvaYouri Eliphas de AlmeidaHospital Israelita Albert Einstein, São Paulo, SP, BrazilHcor, São Paulo, SP, BrazilHospital Israelita Albert Einstein, São Paulo, SP, BrazilHospital Sírio-Libanês, São Paulo, SP, BrazilHospital Moinhos de Vento, Porto Alegre, RS, BrazilBP - A Beneficência Portuguesa de São Paulo, São Paulo, SP, BrazilHospital Alemão Oswaldo Cruz, São Paulo, SP, BrazilHospital Alemão Oswaldo Cruz, São Paulo, SP, BrazilBP - A Beneficência Portuguesa de São Paulo, São Paulo, SP, BrazilHospital Moinhos de Vento, Porto Alegre, RS, BrazilHospital Sírio-Libanês, São Paulo, SP, BrazilHospital Israelita Albert Einstein, São Paulo, SP, BrazilHcor, São Paulo, SP, BrazilHcor, São Paulo, SP, BrazilHospital Israelita Albert Einstein, São Paulo, SP, BrazilMinistério da Saúde, Brasilia, DF, BrazilMinistério da Saúde, Brasilia, DF, BrazilHospital Israelita Albert Einstein, São Paulo, SP, BrazilBackground The Breakthrough Series model uses learning sessions (LS) to promote education, professional development and quality improvement (QI) in healthcare. Staff divergences regarding prior knowledge, previous experience, preferences and motivations make selecting which pedagogic strategies to use in LS a challenge.Aim We aimed to assess new active-learning strategies: two educational games, a card game and an escape room-type game, for training in healthcare-associated infection prevention.Methods This descriptive case study evaluated the performance of educational strategies during a Collaborative to reduce healthcare-associated infections in Brazilian intensive care units (ICUs). A post-intervention survey was voluntarily offered to all participants in LS activities.Results Seven regional 2-day LS were held between October and December 2022 (six for adult ICUs and one for paediatric/neonatal ICUs). Of 194 institutions participating in a nationwide QI initiative, 193 (99.4%) participated in these activities, totalling 850 healthcare professionals. From these, 641 participants responded to the survey (75.4%). The post-intervention survey showed that the participants responded positively to the educational activities.Conclusion The participants perceived the various pedagogical strategies positively, which shows the value of a broad and diverse educational approach, customised to local settings and including game-based activities, to enhance learning among healthcare professionals.https://bmjopenquality.bmj.com/content/13/2/e002427.full |
| spellingShingle | Rafaela Moraes de Moura Sebastian Vernal Marianilza Lopes da Silva Flavia Fernanda Franco Jessica Alves Vieira Juliana Fernandes da Silva Guilherme Cesar Silva Dias Santos Beatriz Marques da Cunha Fernando Enrique Arriel Pereira Natalia Nardoni Francielle Bendersky Gomes Brunno Cesar Batista Cocentino Roberta Gonçalves Marques Natalia Souza de Melo Ademir Jose Petenate Andreza Pivato Susin Hamada Cristiane Maria Reis Cristalda Luciana Yumi Ue Claudia Garcia de Barros Aline Brenner Amanda Brassaroto Gimenes Ana Paula Neves Marques de Pinho Ananda Yana Zamberlan Alvarez Andrea Keiko Fujinami Gushken Andreia Lopes de Lima Beatriz Ramos Bruno de Melo Tavares Camila Bertoldo Pinheiro Cilene Saghabi Claudia Vallone Silva Cristiana Martins Prandini Daniela Pino Vinho Dejanira Aparecida Regagnin Edileusa Novaes Erica Deji Moura Morosov Graziella Pacheco Velloni Gynara Rezende Gonzalez do Valle Barbosa Helena Barreto dos Santos Ingvar Ludwig Augusto de Souza Karen Cristina da Conceição Dias Silva Lais Silvestre Bizerra Baltazar Livia Muller Bernz Luciana Gouvea de Albuquerque Souza Marcelo Luz Pereira Romano Maria Yamashita Nidia Cristina de Souza Patricia dos Santos Bopsin Patrick Jacobsen Westphal Priscila Martini Bernardi Garzella Renata Gonsalez dos Santos Samara de Campos Braga Teilor Ricardo dos Santos Viviane Aparecido Zopelaro de Melo Wladimir Garcia Silva Youri Eliphas de Almeida Using active learning strategies during a quality improvement collaborative: exploring educational games to enhance learning among healthcare professionals BMJ Open Quality |
| title | Using active learning strategies during a quality improvement collaborative: exploring educational games to enhance learning among healthcare professionals |
| title_full | Using active learning strategies during a quality improvement collaborative: exploring educational games to enhance learning among healthcare professionals |
| title_fullStr | Using active learning strategies during a quality improvement collaborative: exploring educational games to enhance learning among healthcare professionals |
| title_full_unstemmed | Using active learning strategies during a quality improvement collaborative: exploring educational games to enhance learning among healthcare professionals |
| title_short | Using active learning strategies during a quality improvement collaborative: exploring educational games to enhance learning among healthcare professionals |
| title_sort | using active learning strategies during a quality improvement collaborative exploring educational games to enhance learning among healthcare professionals |
| url | https://bmjopenquality.bmj.com/content/13/2/e002427.full |
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