Improving Pediatric/Neonatology Residents' Newborn Resuscitation Skills With a Digital Serious Game: DIANA

Frontiers in Pediatrics

article

Serena Bardelli¹  Giulio Del Corso²  Massimiliano Ciantelli¹  Marta Del Pistoia¹  Francesca Lorenzoni¹  Nicoletta Fossati⁴  Rosa T. Scaramuzzo¹  Armando Cuttano¹ 

[1] Centro di Formazione e Simulazione Neonatale “NINA,” U.O. Neonatologia, Dipartimento Materno-Infantile;Department of Mathematics, Gran Sasso Science Institute;U.O. Neonatologia, Dipartimento Materno-Infantile;Institute of Medical and Biomedical Education, Faculty of Medicine, St. George's University of London

关键词: DGBL;    digital games;    technology-enhanced training or learning;    neonatal resuscitation;    memory and retention;    newborn infants;    healthcare education;    serious game;   

DOI  :  10.3389/fped.2022.842302

学科分类：社会科学、人文和艺术（综合）

来源: Frontiers

【 摘 要 】

Background Serious games, and especially digital game based learning (DGBL) methodologies, have the potential to strengthen classic learning methodology in all medical procedures characterized by a flowchart (e.g., neonatal resuscitation algorithm). However, few studies have compared short- and long-term knowledge retention in DGBL methodologies with a control group undergoing specialist training led by experienced operators. In particular, resident doctors' learning still has limited representation in simulation-based education literature. Objective A serious computer game DIANA ( DI gital A pplication in N ewborn A ssessment) was developed, according to newborn resuscitation algorithm, to train pediatric/neonatology residents in neonatal resuscitation algorithm knowledge and implementation (from procedure knowledge to ventilation/chest compressions rate). We analyzed user learning curves after each session and compared knowledge retention against a classic theoretical teaching session. Methods Pediatric/neonatology residents of the Azienda Ospedaliera Universitaria Pisana (AOUP) were invited to take part in the study and were split into a game group or a control group; both groups were homogeneous in terms of previous training and baseline scores. The control group attended a classic 80 min teaching session with a neonatal trainer, while game group participants played four 20 min sessions over four different days. Three written tests (pre/immediately post-training and at 28 days) were used to evaluate and compare the two groups' performances. Results Forty-eight pediatric/neonatology residents participated in the study. While classic training by a neonatal trainer demonstrated an excellent effectiveness in short/long-term knowledge retention, DGBL methodology proved to be equivalent or better. Furthermore, after each game session, DGBL score improved for both procedure knowledge and ventilation/chest compressions rate. Conclusions In this study, DGBL was as effective as classic specialist training for neonatal resuscitation in terms of both algorithm memorization and knowledge retention. User appreciation for the methodology and ease of administration, including remotely, support the use of DGBL methodologies for pediatric/neonatology residents education.

【 授权许可】

CC BY