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

International Journal of Emergency Medicine

Educational Advances in Emergency Medicine

Casey McGillicuddy¹  Andy Little¹  Maria Tassone¹  Steven Nazario¹  Robert Pell²  Andrew Bobbett²  Anines Quinones²  Darielys Mejias²  Drake Dixon²  Martin Morales-Cruz²  Latha Ganti³  Shayne Gue⁴  Ariel Vera⁴  Stephanie Cohen⁴  Ayanna Walker⁴  David Lebowitz⁴ 

[1] Emergency Medicine Residency Program, AdventHealth Orlando, Orlando, FL, USA;Emergency Medicine Residency Program, UCF/HCA Florida Healthcare GME (Greater Orlando/Osceola), Kissimmee, FL, USA;University of Central Florida College of Medicine, Orlando, FL, USA;University of Central Florida College of Medicine, Orlando, FL, USA;Emergency Medicine Residency Program, UCF/HCA Florida Healthcare GME (Greater Orlando/Osceola), Kissimmee, FL, USA;

关键词: Medical education;    Gamification;    Disaster medicine;    Mass casualty incident;    Simulation;   

DOI  :  10.1186/s12245-023-00520-1

 received in 2023-06-12, accepted in 2023-07-13,  发布年份 2023

来源: Springer

【 摘 要 】

BackgroundDisaster 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).MethodsThis 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.ResultsWe 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.ConclusionsIn 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.

【 授权许可】

CC BY   
© Springer-Verlag GmbH Germany, part of Springer Nature 2023