Comparative evaluation of video-based on-line course versus serious game for training medical students in cardiopulmonary resuscitation: A randomised trial

• Published in: PloS one Vol. 14; no. 4; p. e0214722
• Main Authors: de Sena, David P, Fabrício, Daniela D, da Silva, Vinícius D, Bodanese, Luiz Carlos, Franco, Alexandre R
• Format: Journal Article
• Language: English
• Published: United States Public Library of Science 08.04.2019; Public Library of Science (PLoS)
• Subjects: Biology and Life Sciences; Cardiac arrest; Cardiopulmonary resuscitation; Cardiopulmonary Resuscitation - education; Comparative analysis; Computer & video games; CPR; Education, Distance; Educational environment; Educational Measurement; Educational software; Exposure; Female; Games; Health sciences; Heart Arrest - therapy; Hospitals; Humans; Learning; Male; Manikins; Mannequins (Figures); Medical personnel training; Medical schools; Medical students; Medicine and Health Sciences; Presentation graphics software; Research and Analysis Methods; Resuscitation; Simulation; Social Sciences; Students; Students, Medical; Study and teaching; Teaching; Training; Video Games; Young Adult; Brazil; Rio Grande do Sul Brazil
• ISSN: 1932-6203; 1932-6203
• DOI: 10.1371/journal.pone.0214722

To estimate the effect size of a serious game for cardiopulmonary resuscitation (CPR) training in comparison with a video-based on-line course in terms of learning outcomes among medical students before simulation-based CPR using a manikin. Participants were 45 first-year medical students randomly assigned to CPR self-training using either a video-based Apple Keynote presentation (n = 22) or a serious game developed in a 3D learning environment (n = 23) for up to 20 min. Each participant was evaluated on a written, multiple-choice test (theoretical test) and then on a scenario of cardiac arrest (practical test) before and after exposure to the self-learning methods. The primary endpoint was change in theoretical and practical baseline scores during simulated CPR. This study was conducted in 2017. Both groups improved scores after exposure. The video group had superior performance in both the theoretical test (7.56±0.21 vs 6.51±0.21 for the game group; p = 0.001) and the practical test (9.67±0.21 vs 8.40±0.21 for the game group; p < 0.001). However, students showed a preference for using games, as suggested by the longer time they remained interested in the method (18.57±0.66 min for the game group vs 7.41±0.43 for the video group; p < 0.001). The self-training modality using a serious game, after a short period of exposure, resulted in inferior students' performance in both theoretical and practical CPR tests compared to the video-based self-training modality. However, students showed a clear preference for using games rather than videos as a form of self-training.