Perceived benefits and limitations of game-based simulation education by osteopathy students in early clinical training: A preliminary mixed methods study

IF 1.1 4区 医学 Q2 MEDICINE, GENERAL & INTERNAL
Hakim Mhadhbi , Lluis M. Horta , Julian Ims , Jerry Draper-Rodi , Hazel Mansfield , Robert Shaw , Sandra Rinne , Tricia Cleland Silva , Eija Metsälä , Mathieu Ménard
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Abstract

Background

Game-based simulation education is becoming an integral component in healthcare programs. It is defined as any educational activity implying simulation procedures to recreate clinical scenarios. Previous studies have shown that simulation can improve patient safety by enhancing healthcare providers' competencies. However, few studies have investigated students' perceptions of simulation within osteopathic programs.

Aim

This study aimed to measure and compare Year three osteopathy students’ perceptions of a game-based simulation versus traditional clinical training.

Methods

Year three students at the end of their 12 weeks clinical training were invited to participate in this research project. This included filling out a Likert-based survey and semi-structured interviews. Three clinical training modalities were implemented and evaluated: a demonstration clinic, a video-streamed demonstration clinic, and a game-based simulation, the clinical battle.

Results

Sixty-seven Year three osteopathy students completed the surveys, and eight students were interviewed. The clinical battle was significantly felt as the most engaging, most useful to gain feedback, and least stressful of the three training modalities proposed (p < 0.05). The clinical battle was also perceived as similar to a demonstration clinic in formulating a diagnosis and for reflective practice (p > 0.05). The semi-structured interviews offered deep structured explanatory narratives drawn from thematic analyses. Five themes were identified: engagement, clinical reasoning improvement, stress, ideas for improving clinical training, and reflective practice and self-assessment.

Conclusion

The simulation-based training implemented in this study was positively perceived by students for their clinical education. Future research could focus on the effectiveness of game-based simulation versus traditional training on clinical competencies acquisition.

骨病学学生在早期临床培训中对基于游戏的模拟教育的益处和局限性的认知:一项初步的混合方法研究
背景基于游戏的模拟教育正成为医疗保健项目中不可或缺的组成部分。它的定义是指任何通过模拟程序重现临床场景的教育活动。以往的研究表明,模拟教学可以提高医疗服务提供者的能力,从而改善患者安全。本研究旨在测量和比较骨病学三年级学生对基于游戏的模拟训练和传统临床训练的看法。方法邀请 12 周临床训练结束后的三年级学生参与本研究项目。这包括填写一份基于李克特的调查问卷和进行半结构化访谈。对三种临床培训模式进行了实施和评估:示范诊所、视频流示范诊所和基于游戏的模拟临床实战。结果67名骨病学三年级学生完成了调查,8名学生接受了访谈。在所提出的三种培训方式中,临床实战被认为最有吸引力、最有助于获得反馈、压力最小(p <0.05)。临床实战还被认为在诊断和反思实践方面与示范诊所相似(p >0.05)。半结构式访谈提供了主题分析得出的深层次结构化解释性叙述。研究发现了五个主题:参与、临床推理能力的提高、压力、改进临床培训的想法以及反思性实践和自我评估。今后的研究可重点关注基于游戏的模拟训练与传统训练在临床能力掌握方面的效果。
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来源期刊
CiteScore
2.20
自引率
36.80%
发文量
42
审稿时长
3 months
期刊介绍: The International Journal of Osteopathic Medicine is a peer-reviewed journal that provides for the publication of high quality research articles and review papers that are as broad as the many disciplines that influence and underpin the principles and practice of osteopathic medicine. Particular emphasis is given to basic science research, clinical epidemiology and health social science in relation to osteopathy and neuromusculoskeletal medicine. The Editorial Board encourages submission of articles based on both quantitative and qualitative research designs. The Editorial Board also aims to provide a forum for discourse and debate on any aspect of osteopathy and neuromusculoskeletal medicine with the aim of critically evaluating existing practices in regard to the diagnosis, treatment and management of patients with neuromusculoskeletal disorders and somatic dysfunction. All manuscripts submitted to the IJOM are subject to a blinded review process. The categories currently available for publication include reports of original research, review papers, commentaries and articles related to clinical practice, including case reports. Further details can be found in the IJOM Instructions for Authors. Manuscripts are accepted for publication with the understanding that no substantial part has been, or will be published elsewhere.
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