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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 |
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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
|
doi_str_mv | 10.1186/s12245-023-00520-1 |
format | article |
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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
< 0.01, and 50 to 69%,
p
< 0.05). Self-reported confidence in the ability to handle an MCI scenario also significantly increased (
p
< 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 & 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
< 0.01, and 50 to 69%,
p
< 0.05). Self-reported confidence in the ability to handle an MCI scenario also significantly increased (
p
< 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><subject>Angiology</subject><subject>Cardiology</subject><subject>Disaster medicine</subject><subject>Educational Advances in Emergency Medicine</subject><subject>Emergency medical care</subject><subject>Emergency Medicine</subject><subject>Emergency preparedness</subject><subject>Gamification</subject><subject>Internal Medicine</subject><subject>Mass casualty incident</subject><subject>Mass casualty incidents</subject><subject>Medical education</subject><subject>Medical students</subject><subject>Medicine</subject><subject>Medicine & Public Health</subject><subject>Pediatrics</subject><subject>Simulation</subject><issn>1865-1380</issn><issn>1865-1372</issn><issn>1865-1380</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2023</creationdate><recordtype>article</recordtype><sourceid>COVID</sourceid><sourceid>PIMPY</sourceid><sourceid>DOA</sourceid><recordid>eNp9kc1u1TAQhSMEEqXwAqwssQ74PzEbhEqBSpXYdG8540nwVWJf7ATpLnlz3KYFumFl68ycb2Z0muY1o28Z6_W7wjiXqqVctJQqTlv2pDmrBdUy0dOn__yfNy9KOVCqmdTsrPn1KRRXVszEu9N74kgJyza7NaTYDq6gJ5CWI67hViFjygT9BrUeJ4IL5gkjnMiCPkCISDKW4DGuhbjod9nNpKzbLlaEf5j34HnZPBvdXPDV_Xve3Hy-vLn42l5_-3J18fG6BanN2noDSjupsGdeAXRKON7R0Zh-0KMRDkZgRmsUYJgAGEAOoFgnkI695lScN1c71id3sMccFpdPNrlg74SUJ-vyGmBGq6BCuZPQOSc5KoNjHcc62XsYkcrK-rCzjttQz4B6W3bzI-jjSgzf7ZR-WkalqduoSnhzT8jpx4ZltYe05Vjvt7zXUhiplK5dfO-CnErJOP4Zwai9zd3uuduau73L3bJqErup1OY4Yf6L_o_rN4d6tGs</recordid><startdate>20230913</startdate><enddate>20230913</enddate><creator>Gue, Shayne</creator><creator>Cohen, Stephanie</creator><creator>Tassone, Maria</creator><creator>Walker, Ayanna</creator><creator>Little, Andy</creator><creator>Morales-Cruz, Martin</creator><creator>McGillicuddy, Casey</creator><creator>Lebowitz, David</creator><creator>Pell, Robert</creator><creator>Vera, Ariel</creator><creator>Nazario, Steven</creator><creator>Mejias, Darielys</creator><creator>Bobbett, Andrew</creator><creator>Dixon, Drake</creator><creator>Quinones, Anines</creator><creator>Ganti, Latha</creator><general>Springer Berlin Heidelberg</general><general>Springer Nature B.V</general><general>BMC</general><scope>C6C</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>3V.</scope><scope>7RV</scope><scope>7X7</scope><scope>7XB</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>COVID</scope><scope>DWQXO</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>K9.</scope><scope>KB0</scope><scope>M0S</scope><scope>NAPCQ</scope><scope>PIMPY</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>5PM</scope><scope>DOA</scope></search><sort><creationdate>20230913</creationdate><title>Disaster day: a simulation-based competition for educating emergency medicine residents and medical students on disaster medicine</title><author>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</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c469t-d9c56a45e81d5cc753a270f998b6f93acfc1966e3c913ccbc4bc5173e0f86203</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2023</creationdate><topic>Angiology</topic><topic>Cardiology</topic><topic>Disaster medicine</topic><topic>Educational Advances in Emergency Medicine</topic><topic>Emergency medical care</topic><topic>Emergency Medicine</topic><topic>Emergency preparedness</topic><topic>Gamification</topic><topic>Internal Medicine</topic><topic>Mass casualty incident</topic><topic>Mass casualty incidents</topic><topic>Medical education</topic><topic>Medical students</topic><topic>Medicine</topic><topic>Medicine & Public Health</topic><topic>Pediatrics</topic><topic>Simulation</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><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><collection>SpringerOpen</collection><collection>CrossRef</collection><collection>ProQuest Central (Corporate)</collection><collection>Nursing & Allied Health Database</collection><collection>Health & Medical Collection</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Hospital Premium Collection</collection><collection>Hospital Premium Collection (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>ProQuest Central (Alumni)</collection><collection>ProQuest Central</collection><collection>ProQuest Central Essentials</collection><collection>AUTh Library subscriptions: ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>Coronavirus Research Database</collection><collection>ProQuest Central</collection><collection>Health Research Premium Collection</collection><collection>Health Research Premium Collection (Alumni)</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>Nursing & Allied Health Database (Alumni Edition)</collection><collection>Health & Medical Collection (Alumni Edition)</collection><collection>Nursing & Allied Health Premium</collection><collection>Publicly Available Content Database</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>PubMed Central (Full Participant titles)</collection><collection>DOAJ Directory of Open Access Journals</collection><jtitle>International journal of emergency medicine</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Gue, Shayne</au><au>Cohen, Stephanie</au><au>Tassone, Maria</au><au>Walker, Ayanna</au><au>Little, Andy</au><au>Morales-Cruz, Martin</au><au>McGillicuddy, Casey</au><au>Lebowitz, David</au><au>Pell, Robert</au><au>Vera, Ariel</au><au>Nazario, Steven</au><au>Mejias, Darielys</au><au>Bobbett, Andrew</au><au>Dixon, Drake</au><au>Quinones, Anines</au><au>Ganti, Latha</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Disaster day: a simulation-based competition for educating emergency medicine residents and medical students on disaster medicine</atitle><jtitle>International journal of emergency medicine</jtitle><stitle>Int J Emerg Med</stitle><date>2023-09-13</date><risdate>2023</risdate><volume>16</volume><issue>1</issue><spage>59</spage><epage>7</epage><pages>59-7</pages><artnum>59</artnum><issn>1865-1380</issn><issn>1865-1372</issn><eissn>1865-1380</eissn><abstract>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
< 0.01, and 50 to 69%,
p
< 0.05). Self-reported confidence in the ability to handle an MCI scenario also significantly increased (
p
< 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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source | Publicly Available Content Database; Springer Nature - SpringerLink Journals - Fully Open Access ; PubMed Central; Coronavirus Research Database |
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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