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Disaster day: a simulation-based competition for educating emergency medicine residents and medical students on disaster medicine

Background Disaster medicine is a growing field within the specialty of emergency medicine, but educational training typically focuses on hospital drills or other educational strategies, such as didactics, simulation, or tabletop exercises. With the success of gamification in other medical education...

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Published in:International journal of emergency medicine 2023-09, Vol.16 (1), p.59-7, Article 59
Main Authors: Gue, Shayne, Cohen, Stephanie, Tassone, Maria, Walker, Ayanna, Little, Andy, Morales-Cruz, Martin, McGillicuddy, Casey, Lebowitz, David, Pell, Robert, Vera, Ariel, Nazario, Steven, Mejias, Darielys, Bobbett, Andrew, Dixon, Drake, Quinones, Anines, Ganti, Latha
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container_title International journal of emergency medicine
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creator Gue, Shayne
Cohen, Stephanie
Tassone, Maria
Walker, Ayanna
Little, Andy
Morales-Cruz, Martin
McGillicuddy, Casey
Lebowitz, David
Pell, Robert
Vera, Ariel
Nazario, Steven
Mejias, Darielys
Bobbett, Andrew
Dixon, Drake
Quinones, Anines
Ganti, Latha
description Background Disaster medicine is a growing field within the specialty of emergency medicine, but educational training typically focuses on hospital drills or other educational strategies, such as didactics, simulation, or tabletop exercises. With the success of gamification in other medical education applications, we sought to investigate if a novel gamified curricular innovation would lead to improved test performance and confidence in the ability to manage a real mass casualty incident (MCI). Methods This was a prospective observational study of medical students and emergency medicine residents who participated in a 4-h simulation-based competition consisting of 4 unique stations. Each station had learning objectives associated with the content taught. Learners completed a pre-event survey, followed by participation in the competitive gamification event, and subsequently completed a post-event survey. Differences between pre- and post-event responses were matched and analyzed using paired and unpaired t tests for medical knowledge assessments, the Mann–Whitney U test for perceptions of confidence in the ability to manage an MCI event, and descriptive statistics provided on perceptions of the effectiveness of this educational strategy. Results We analyzed data from 49 learners with matched (and unmatched) pre- and post-event survey responses. There was a statistically significant increase in medical knowledge assessment scores in both unmatched group means and available matched data (47 to 69%, p  
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With the success of gamification in other medical education applications, we sought to investigate if a novel gamified curricular innovation would lead to improved test performance and confidence in the ability to manage a real mass casualty incident (MCI). Methods This was a prospective observational study of medical students and emergency medicine residents who participated in a 4-h simulation-based competition consisting of 4 unique stations. Each station had learning objectives associated with the content taught. Learners completed a pre-event survey, followed by participation in the competitive gamification event, and subsequently completed a post-event survey. Differences between pre- and post-event responses were matched and analyzed using paired and unpaired t tests for medical knowledge assessments, the Mann–Whitney U test for perceptions of confidence in the ability to manage an MCI event, and descriptive statistics provided on perceptions of the effectiveness of this educational strategy. Results We analyzed data from 49 learners with matched (and unmatched) pre- and post-event survey responses. There was a statistically significant increase in medical knowledge assessment scores in both unmatched group means and available matched data (47 to 69%, p  &lt; 0.01, and 50 to 69%, p  &lt; 0.05). Self-reported confidence in the ability to handle an MCI scenario also significantly increased ( p  &lt; 0.01). Finally, 100% of respondents indicated they “agreed” or “strongly agreed” that the event was an effective education tool for disaster preparedness and training. Conclusions In this study, we found that learners perceived a novel gamification event as an effective educational tool, which led to improved learner knowledge and self-reported confidence in the ability to manage a real MCI.</description><identifier>ISSN: 1865-1380</identifier><identifier>ISSN: 1865-1372</identifier><identifier>EISSN: 1865-1380</identifier><identifier>DOI: 10.1186/s12245-023-00520-1</identifier><language>eng</language><publisher>Berlin/Heidelberg: Springer Berlin Heidelberg</publisher><subject>Angiology ; Cardiology ; Disaster medicine ; Educational Advances in Emergency Medicine ; Emergency medical care ; Emergency Medicine ; Emergency preparedness ; Gamification ; Internal Medicine ; Mass casualty incident ; Mass casualty incidents ; Medical education ; Medical students ; Medicine ; Medicine &amp; Public Health ; Pediatrics ; Simulation</subject><ispartof>International journal of emergency medicine, 2023-09, Vol.16 (1), p.59-7, Article 59</ispartof><rights>The Author(s) 2023</rights><rights>The Author(s) 2023. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.</rights><rights>Springer-Verlag GmbH Germany, part of Springer Nature 2023</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><cites>FETCH-LOGICAL-c469t-d9c56a45e81d5cc753a270f998b6f93acfc1966e3c913ccbc4bc5173e0f86203</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.proquest.com/docview/2864394556?pq-origsite=primo$$EPDF$$P50$$Gproquest$$Hfree_for_read</linktopdf><linktohtml>$$Uhttps://www.proquest.com/docview/2864394556?pq-origsite=primo$$EHTML$$P50$$Gproquest$$Hfree_for_read</linktohtml><link.rule.ids>230,314,727,780,784,885,25751,27922,27923,37010,38514,43893,44588,53789,53791,74182,74896</link.rule.ids></links><search><creatorcontrib>Gue, Shayne</creatorcontrib><creatorcontrib>Cohen, Stephanie</creatorcontrib><creatorcontrib>Tassone, Maria</creatorcontrib><creatorcontrib>Walker, Ayanna</creatorcontrib><creatorcontrib>Little, Andy</creatorcontrib><creatorcontrib>Morales-Cruz, Martin</creatorcontrib><creatorcontrib>McGillicuddy, Casey</creatorcontrib><creatorcontrib>Lebowitz, David</creatorcontrib><creatorcontrib>Pell, Robert</creatorcontrib><creatorcontrib>Vera, Ariel</creatorcontrib><creatorcontrib>Nazario, Steven</creatorcontrib><creatorcontrib>Mejias, Darielys</creatorcontrib><creatorcontrib>Bobbett, Andrew</creatorcontrib><creatorcontrib>Dixon, Drake</creatorcontrib><creatorcontrib>Quinones, Anines</creatorcontrib><creatorcontrib>Ganti, Latha</creatorcontrib><title>Disaster day: a simulation-based competition for educating emergency medicine residents and medical students on disaster medicine</title><title>International journal of emergency medicine</title><addtitle>Int J Emerg Med</addtitle><description>Background Disaster medicine is a growing field within the specialty of emergency medicine, but educational training typically focuses on hospital drills or other educational strategies, such as didactics, simulation, or tabletop exercises. With the success of gamification in other medical education applications, we sought to investigate if a novel gamified curricular innovation would lead to improved test performance and confidence in the ability to manage a real mass casualty incident (MCI). Methods This was a prospective observational study of medical students and emergency medicine residents who participated in a 4-h simulation-based competition consisting of 4 unique stations. Each station had learning objectives associated with the content taught. Learners completed a pre-event survey, followed by participation in the competitive gamification event, and subsequently completed a post-event survey. Differences between pre- and post-event responses were matched and analyzed using paired and unpaired t tests for medical knowledge assessments, the Mann–Whitney U test for perceptions of confidence in the ability to manage an MCI event, and descriptive statistics provided on perceptions of the effectiveness of this educational strategy. Results We analyzed data from 49 learners with matched (and unmatched) pre- and post-event survey responses. There was a statistically significant increase in medical knowledge assessment scores in both unmatched group means and available matched data (47 to 69%, p  &lt; 0.01, and 50 to 69%, p  &lt; 0.05). Self-reported confidence in the ability to handle an MCI scenario also significantly increased ( p  &lt; 0.01). Finally, 100% of respondents indicated they “agreed” or “strongly agreed” that the event was an effective education tool for disaster preparedness and training. 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With the success of gamification in other medical education applications, we sought to investigate if a novel gamified curricular innovation would lead to improved test performance and confidence in the ability to manage a real mass casualty incident (MCI). Methods This was a prospective observational study of medical students and emergency medicine residents who participated in a 4-h simulation-based competition consisting of 4 unique stations. Each station had learning objectives associated with the content taught. Learners completed a pre-event survey, followed by participation in the competitive gamification event, and subsequently completed a post-event survey. Differences between pre- and post-event responses were matched and analyzed using paired and unpaired t tests for medical knowledge assessments, the Mann–Whitney U test for perceptions of confidence in the ability to manage an MCI event, and descriptive statistics provided on perceptions of the effectiveness of this educational strategy. Results We analyzed data from 49 learners with matched (and unmatched) pre- and post-event survey responses. There was a statistically significant increase in medical knowledge assessment scores in both unmatched group means and available matched data (47 to 69%, p  &lt; 0.01, and 50 to 69%, p  &lt; 0.05). Self-reported confidence in the ability to handle an MCI scenario also significantly increased ( p  &lt; 0.01). Finally, 100% of respondents indicated they “agreed” or “strongly agreed” that the event was an effective education tool for disaster preparedness and training. Conclusions In this study, we found that learners perceived a novel gamification event as an effective educational tool, which led to improved learner knowledge and self-reported confidence in the ability to manage a real MCI.</abstract><cop>Berlin/Heidelberg</cop><pub>Springer Berlin Heidelberg</pub><doi>10.1186/s12245-023-00520-1</doi><tpages>7</tpages><oa>free_for_read</oa></addata></record>
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subjects Angiology
Cardiology
Disaster medicine
Educational Advances in Emergency Medicine
Emergency medical care
Emergency Medicine
Emergency preparedness
Gamification
Internal Medicine
Mass casualty incident
Mass casualty incidents
Medical education
Medical students
Medicine
Medicine & Public Health
Pediatrics
Simulation
title Disaster day: a simulation-based competition for educating emergency medicine residents and medical students on disaster medicine
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