GAMIFICATION AS A METHODOLOGY FOR BASIC LIFE SUPPORT IN MEDICINE STUDENTS: A SIMULATION PILOT STUDY WITH MANIKINS
Abstract
Objective: Assessing a gamification teaching methodology with a theoretical-practical approach in medical students’ basic life support (BLS) education.
Methods: 18 medical students with previous training during their university degree participated in a simulation pilot study. An assessment of the training received and a prior evaluation of theoretical knowledge and practical skills of cardiopulmonary resuscitation (CPR) with mouth-to-mouth ventilation (MMV) and bag-valve-mask ventilation (BMV) (T0) were performed. Subsequently, a 2-hour theoretical-practical gamification training was performed. Finally, the participants assessed the training with gamification and performed a subsequent evaluation of theoretical knowledge and practical skills (T1).
Results: Participants show a higher quality of CPR with MMV [T0: 30 % (17 – 43) vs T1: 72 % (58 – 87); p = 0.002] and with BMV [T0: 41 % (26 – 56) vs T1: 76 % (60 – 91); p = 0.002] after training with gamification. They also show higher qualifications in theoretical knowledge [T0: 5.3 (4.6 – 6.0) vs T1: 8.4 (7.9 - 8.9); p = 0.001] after training with gamification. A higher percentage of participants valued the use of gamification positively (93 %) compared to the training received in their university education (43 %) (p = 0.013).
Conclusion: It would be necessary to emphasize the improvement of BLS training of medical students, being an option the use of a gamification methodology.
