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Research article
Keng Sheng Chew
Universiti Malaysia Sarawak
Corresponding Author
ORCiD: https://orcid.org/0000-0002-6326-8210
License:
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Background: Although gamification increases user engagement, its effectiveness in point-of-care ultrasound training may yet to be fully established. This study was conducted with the primary outcome of evaluating its effectiveness in point-of-care ultrasound training workshop as compared to conventional face-to-face learning.
Methods: Participants (who were junior doctors between 2 – 4 years of clinical experience) were randomized into either the (1) gamification or the (2) face-to-face learning arms. Similar educational intervention was implemented to participants in both arms but the in-gamification arm, the theory assessment was administered in the form of live quizzes with real time leaderboards, and the practical assessment was administered in the form of 3 games, i.e., ultrasound minefield, ultrasound pong and ultrasound game. Pre-test, post-test and 2 months post-training theory and practical assessments were conducted.
Results: A total 32 junior doctors participated in this study (16 participants in each arm). For theory assessment, paired student’s t-test showed significant improvement in both face-to-face learning (pre-test score: 12.38 vs post-test score: 19.88; 95% CI [5.35, 9.65] p < 0.001) and gamification arms (pre-test score: 13.38 vs post-test score: 20.81; 95% CI [5.93, 8.94] p < 0.001). For the practical assessment, paired student’s t-test showed significant improvement in gamification arm (pre-test score: 12.56 vs post-test score: 18.13; 95% CI [2.44, 8.69] p<0.001) but not the in the face-to-face learning arm (pre-test score: 16.00 vs post-test score: 18.38; 95% CI [-0.17, 4.92] p<0.065). When re-tested 2 months post-training, both face-to-face learning and gamification arms showed significant improvement for both theory and practical assessment.
Conclusions: Gamification approach could be an effective alternative or more effective than face-to-face learning in point-of-care ultrasound training.
Keywords
gamification, emergency medicine, ultrasound training
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View the published article at BMC Medical Education.
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Review #3 received
Received 22 Jun, 2020
Editorial decision: Minor revision
On 22 Jun, 2020
Reviewer #3 agreed
On 01 Jun, 2020
Review #1 received
Received 31 May, 2020
Review #2 received
Received 31 May, 2020
Reviewer #2 agreed
On 26 May, 2020
Editor assigned
On 26 May, 2020
Reviewers invited
Invitations sent on 26 May, 2020
Reviewer #1 agreed
On 26 May, 2020
Submission checks complete
On 25 May, 2020
Editor invited
On 25 May, 2020
Version 1
Posted 30 Mar, 2020
No comments provided
Review #3 received
Received 10 May, 2020
Editorial decision: Major revision
On 10 May, 2020
Review #1 received
Received 04 May, 2020
Review #2 received
Received 01 May, 2020
Reviewer #4 agreed
On 19 Apr, 2020
Reviewer #3 agreed
On 15 Apr, 2020
Reviewer #2 agreed
On 14 Apr, 2020
Reviewer #1 agreed
On 13 Apr, 2020
Reviewers invited
Invitations sent on 12 Apr, 2020
Editor assigned
On 03 Apr, 2020
Submission checks complete
On 27 Mar, 2020
Editor invited
On 27 Mar, 2020
First submitted
On 20 Mar, 2020
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Subject Areas
Educational Philosophy and Theory
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A new preprint design is coming!
We have improved readability, clarity, accessibility, and opportunities for engagement.
See the published version of this preprint at BMC Medical Education.
This is a preprint, a preliminary version of a manuscript that has not completed peer review at a journal. Research Square does not conduct peer review prior to posting preprints. The posting of a preprint on this server should not be interpreted as an endorsement of its validity or suitability for dissemination as established information or for guiding clinical practice.
Learn more about In Review
Research article
Keng Sheng Chew
Universiti Malaysia Sarawak
Corresponding Author
ORCiD: https://orcid.org/0000-0002-6326-8210
Badges
Prescreen
This manuscript passed our Prescreen assessment
Complete author information
Appropriate declaration statements
Potential risks to human health
Prescreen
Peer Review Timeline
CURRENT STATUS: Published
View the published article at BMC Medical Education.
No community comments so far
Review #3 received
Received 22 Jun, 2020
Editorial decision: Minor revision
On 22 Jun, 2020
Reviewer #3 agreed
On 01 Jun, 2020
Review #1 received
Received 31 May, 2020
Review #2 received
Received 31 May, 2020
Reviewer #2 agreed
On 26 May, 2020
Editor assigned
On 26 May, 2020
Reviewers invited
Invitations sent on 26 May, 2020
Reviewer #1 agreed
On 26 May, 2020
Submission checks complete
On 25 May, 2020
Editor invited
On 25 May, 2020
Version 1
Posted 30 Mar, 2020
No comments provided
Review #3 received
Received 10 May, 2020
Editorial decision: Major revision
On 10 May, 2020
Review #1 received
Received 04 May, 2020
Review #2 received
Received 01 May, 2020
Reviewer #4 agreed
On 19 Apr, 2020
Reviewer #3 agreed
On 15 Apr, 2020
Reviewer #2 agreed
On 14 Apr, 2020
Reviewer #1 agreed
On 13 Apr, 2020
Reviewers invited
Invitations sent on 12 Apr, 2020
Editor assigned
On 03 Apr, 2020
Submission checks complete
On 27 Mar, 2020
Editor invited
On 27 Mar, 2020
First submitted
On 20 Mar, 2020
Metrics
Comments: 0
PDF Downloads: ...
HTML Views: ...
Subject Areas
Educational Philosophy and Theory
License:
This work is licensed under a CC BY 4.0 License. Read Full License
View the published article at BMC Medical Education.
Background: Although gamification increases user engagement, its effectiveness in point-of-care ultrasound training may yet to be fully established. This study was conducted with the primary outcome of evaluating its effectiveness in point-of-care ultrasound training workshop as compared to conventional face-to-face learning.
Methods: Participants (who were junior doctors between 2 – 4 years of clinical experience) were randomized into either the (1) gamification or the (2) face-to-face learning arms. Similar educational intervention was implemented to participants in both arms but the in-gamification arm, the theory assessment was administered in the form of live quizzes with real time leaderboards, and the practical assessment was administered in the form of 3 games, i.e., ultrasound minefield, ultrasound pong and ultrasound game. Pre-test, post-test and 2 months post-training theory and practical assessments were conducted.
Results: A total 32 junior doctors participated in this study (16 participants in each arm). For theory assessment, paired student’s t-test showed significant improvement in both face-to-face learning (pre-test score: 12.38 vs post-test score: 19.88; 95% CI [5.35, 9.65] p < 0.001) and gamification arms (pre-test score: 13.38 vs post-test score: 20.81; 95% CI [5.93, 8.94] p < 0.001). For the practical assessment, paired student’s t-test showed significant improvement in gamification arm (pre-test score: 12.56 vs post-test score: 18.13; 95% CI [2.44, 8.69] p<0.001) but not the in the face-to-face learning arm (pre-test score: 16.00 vs post-test score: 18.38; 95% CI [-0.17, 4.92] p<0.065). When re-tested 2 months post-training, both face-to-face learning and gamification arms showed significant improvement for both theory and practical assessment.
Conclusions: Gamification approach could be an effective alternative or more effective than face-to-face learning in point-of-care ultrasound training.
Figure 1
Figure 2
This is a list of supplementary files associated with this preprint. Click to download.
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