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

• Published in: BMC medical education 2022-04, Vol.22 (1), p.268-268, Article 268
• Main Authors: Akbari, Fakhridokht, Nasiri, Morteza, Rashidi, Neda, Zonoori, Sahar, Amirmohseni, Leila, Eslami, Jamshid, Torabizadeh, Camellia, Havaeji, Fahimeh Sadat, Bigdeli Shamloo, Marzieh Beigom, Paim, Crislaine Pires Padilha, Naghibeiranvand, Mehran, Asadi, Masoomeh
• Format: Article
• Language: English
• Subjects: Analysis; Apprenticeship; Apprenticeships; Clinical Competence; Colleges & universities; Computer & video games; Computers; Coronaviruses; COVID-19; Curricula; Educational Environment; Educational Resources; Educational software; Games; Humans; Interactive learning; Knowledge; Learning; Learning management systems; Learning Modalities; Lecture; Lecture Method; Lesson Plans; Management Systems; Medical education; Methods; Multiple choice; Novices; Nursing; On the Job Training; Operating Rooms; Perioperative nursing; Personal computers; Serious game; Simulation games in education; Students; Surgery; Surgical apparatus & instruments; Surgical Instruments; Surgical nursing; Teaching Methods; Technology application; Thinking Skills; Trainees; Training; Training Methods
• ISSN: 1472-6920; 1472-6920
• DOI: 10.1186/s12909-022-03351-5

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. 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. 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