Escape Room 在医学教育中的有效性:系统回顾与元分析》。

IF 2.2 3区 医学 Q2 PUBLIC, ENVIRONMENTAL & OCCUPATIONAL HEALTH
Yuxuan He, Xiaomei Chen, Huijuan Ma, Rongrong Zhao, Houxiu Zhou, Yanni Yang
{"title":"Escape Room 在医学教育中的有效性:系统回顾与元分析》。","authors":"Yuxuan He, Xiaomei Chen, Huijuan Ma, Rongrong Zhao, Houxiu Zhou, Yanni Yang","doi":"10.1089/g4h.2023.0070","DOIUrl":null,"url":null,"abstract":"<p><p>The primary goal of this meta-analysis is to explore the five factors of knowledge, teamwork, learning satisfaction, anxiety, and interprofessional ability to determine the value of escape rooms in medical education. Up to January 2023, we searched ScienceDirect, Scopus, PubMed, Embase, Web of Science, CNKI, and the Cochrane Library for pertinent works in either English or Chinese. The Risk of Bias 2 (RoB 2) tool and Newcastle-Ottawa Scale (NOS) were used to assess the quality of studies. Subgroup and sensitivity analyses were used to assess statistical heterogeneity, and <i>I</i><sup>2</sup> was used to measure it. Overall, escape rooms had a more significant positive effect than traditional learning on knowledge (standardized mean difference [SMD]: 0.84; 95% confidence interval [CI]: 0.36-1.33), teamwork (SMD: 4.91; 95% CI: 4.58-5.24), learning satisfaction (MD: 0.36; 95% CI: 0.08-0.64), and interprofessional ability (SMD: 1.04, 95% CI: 0.81-1.27). Moreover, the impact of escape rooms on anxiety also had significant effects (SMD: -8.23, 95% CI: -11.64 to -4.82). Escape rooms affect medical students' knowledge, teamwork, learning satisfaction, interprofessional ability, and anxiety. The findings of this study can be used as evidence that escape rooms is a more effective method than traditional teaching for improving active learning.</p>","PeriodicalId":47401,"journal":{"name":"Games for Health Journal","volume":" ","pages":""},"PeriodicalIF":2.2000,"publicationDate":"2024-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Effectiveness of Escape Room in Medical Education: A Systematic Review and Meta-Analysis.\",\"authors\":\"Yuxuan He, Xiaomei Chen, Huijuan Ma, Rongrong Zhao, Houxiu Zhou, Yanni Yang\",\"doi\":\"10.1089/g4h.2023.0070\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>The primary goal of this meta-analysis is to explore the five factors of knowledge, teamwork, learning satisfaction, anxiety, and interprofessional ability to determine the value of escape rooms in medical education. Up to January 2023, we searched ScienceDirect, Scopus, PubMed, Embase, Web of Science, CNKI, and the Cochrane Library for pertinent works in either English or Chinese. The Risk of Bias 2 (RoB 2) tool and Newcastle-Ottawa Scale (NOS) were used to assess the quality of studies. Subgroup and sensitivity analyses were used to assess statistical heterogeneity, and <i>I</i><sup>2</sup> was used to measure it. Overall, escape rooms had a more significant positive effect than traditional learning on knowledge (standardized mean difference [SMD]: 0.84; 95% confidence interval [CI]: 0.36-1.33), teamwork (SMD: 4.91; 95% CI: 4.58-5.24), learning satisfaction (MD: 0.36; 95% CI: 0.08-0.64), and interprofessional ability (SMD: 1.04, 95% CI: 0.81-1.27). Moreover, the impact of escape rooms on anxiety also had significant effects (SMD: -8.23, 95% CI: -11.64 to -4.82). Escape rooms affect medical students' knowledge, teamwork, learning satisfaction, interprofessional ability, and anxiety. The findings of this study can be used as evidence that escape rooms is a more effective method than traditional teaching for improving active learning.</p>\",\"PeriodicalId\":47401,\"journal\":{\"name\":\"Games for Health Journal\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":2.2000,\"publicationDate\":\"2024-08-02\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Games for Health Journal\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://doi.org/10.1089/g4h.2023.0070\",\"RegionNum\":3,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"PUBLIC, ENVIRONMENTAL & OCCUPATIONAL HEALTH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Games for Health Journal","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1089/g4h.2023.0070","RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"PUBLIC, ENVIRONMENTAL & OCCUPATIONAL HEALTH","Score":null,"Total":0}
引用次数: 0

摘要

本荟萃分析的主要目的是探讨知识、团队合作、学习满意度、焦虑和跨专业能力这五个因素,以确定逃生室在医学教育中的价值。截至 2023 年 1 月,我们检索了 ScienceDirect、Scopus、PubMed、Embase、Web of Science、CNKI 和 Cochrane Library 中的英文或中文相关文献。采用偏倚风险2(RoB 2)工具和纽卡斯尔-渥太华量表(NOS)评估研究质量。亚组分析和敏感性分析用于评估统计异质性,I2 用于衡量异质性。总体而言,与传统学习相比,逃生室对知识的积极影响更为显著(标准化平均差 [SMD]:0.84;95% 置信区间 [CI]:0.36-1.33)、团队合作(SMD:4.91;95% CI:4.58-5.24)、学习满意度(MD:0.36;95% CI:0.08-0.64)和跨专业能力(SMD:1.04,95% CI:0.81-1.27)。此外,密室逃脱对焦虑的影响也有显著作用(SMD:-8.23,95% CI:-11.64 至 -4.82)。密室逃脱对医学生的知识、团队合作、学习满意度、跨专业能力和焦虑都有影响。本研究的结果可作为证据,证明逃生室是一种比传统教学更有效的提高主动学习的方法。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Effectiveness of Escape Room in Medical Education: A Systematic Review and Meta-Analysis.

The primary goal of this meta-analysis is to explore the five factors of knowledge, teamwork, learning satisfaction, anxiety, and interprofessional ability to determine the value of escape rooms in medical education. Up to January 2023, we searched ScienceDirect, Scopus, PubMed, Embase, Web of Science, CNKI, and the Cochrane Library for pertinent works in either English or Chinese. The Risk of Bias 2 (RoB 2) tool and Newcastle-Ottawa Scale (NOS) were used to assess the quality of studies. Subgroup and sensitivity analyses were used to assess statistical heterogeneity, and I2 was used to measure it. Overall, escape rooms had a more significant positive effect than traditional learning on knowledge (standardized mean difference [SMD]: 0.84; 95% confidence interval [CI]: 0.36-1.33), teamwork (SMD: 4.91; 95% CI: 4.58-5.24), learning satisfaction (MD: 0.36; 95% CI: 0.08-0.64), and interprofessional ability (SMD: 1.04, 95% CI: 0.81-1.27). Moreover, the impact of escape rooms on anxiety also had significant effects (SMD: -8.23, 95% CI: -11.64 to -4.82). Escape rooms affect medical students' knowledge, teamwork, learning satisfaction, interprofessional ability, and anxiety. The findings of this study can be used as evidence that escape rooms is a more effective method than traditional teaching for improving active learning.

求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
CiteScore
6.70
自引率
11.40%
发文量
56
期刊介绍: Games for Health Journal is the first peer-reviewed journal dedicated to advancing the impact of game research, technologies, and applications on human health and well-being. This ground-breaking publication delivers original research that directly impacts this emerging, widely-recognized, and increasingly adopted area of healthcare. Games are rapidly becoming an important tool for improving health behaviors ranging from healthy lifestyle habits and behavior modification, to self-management of illness and chronic conditions to motivating and supporting physical activity. Games are also increasingly used to train healthcare professionals in methods for diagnosis, medical procedures, patient monitoring, as well as for responding to epidemics and natural disasters. Games for Health Journal is a must for anyone interested in the research and design of health games that integrate well-tested, evidence-based behavioral health strategies to help improve health behaviors and to support the delivery of care. Games for Health Journal coverage includes: -Nutrition, weight management, obesity -Disease prevention, self-management, and adherence -Cognitive, mental, emotional, and behavioral health -Games in home-to-clinic telehealth systems
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信