A Germa1,2, M Gosset2,3, C Gaucher3,4, C Valencien5, M Schlumberger6, M L Colombier3,7, N Moreau8,9, L Radoï7,10, T Boukpessi2,3, T Davit-Beal2,6, S Vital3,7, C Wulfman4,11. 1. Université de Paris, CRESS, EPOPE team, INSERM, INRA, F-75004, Paris, France. 2. Department of Odontology, AP-HP, Charles Foix Hospital, F-94120, Ivry-sur-Seine, France. 3. Université de Paris, UR2496, F-92120, Montrouge, France. 4. Department of Odontology, AP-HP, Henri Mondor Hospital, F-94000, Créteil, France. 5. Université de Paris, Educational Innovation Center, F-75006, Paris, France. 6. Université de Paris, Faculté de santé, F-75006, Paris, France. 7. Department of Odontology, AP-HP, Louis Mourier Hospital, F-92700, Colombes, France. 8. Department of Odontology, AP-HP, Bretonneau Hospital, F-75018, Paris, France. 9. Université de Paris, EA 7543, F-75013, Paris, France. 10. Université Paris-Saclay, CESP, INSERM, Exposome and Heredity team, F-94800, Villejuif, France. 11. Université de Paris, UR 4462, F-92049, Montrouge, Université Sorbonne Paris Nord, F-93000, Bobigny, France.
Abstract
BACKGROUND: Objective Structured Clinical Examinations (OSCEs) are among the most anxiety-provoking competency assessment methods. An online serious game (OSCEGame) was developed and implemented within the OSCE curriculum. This study aimed to evaluate the usefulness of this serious game on preparedness and reducing OSCE-related stress. METHODS: A serious game was designed to help dental students train for OSCEs. Two game courses (4 stations each) were designed according to year of undergraduate training (4th and 5th year), based on 6 pre-existing multi-competency OSCE stations. The OSCEGame was available online on a learning platform 4 to 6 weeks before the summative OSCEs. Game use was evaluated by analysing connection data. Preparedness, stress and time management skills were assessed using a questionnaire following the summative OCSEs. The results of 4th year students (OSCE naive population) were compared to those of 5th year students to assess usefulness and benefits of such preparation method. RESULTS: In total, 97% and 60% of the students in 4th year and 5th year respectively used the game. The game was seen as an essential preparation tool to reduce anxiety (for 60% of all students) and increase time management skills (65% of all students). However, significant differences were observed between 4th and 5th year students (anxiety reduction: 65% vs. 22%, p <0.001; time management skills: 59% vs. 41%, p<0.05) suggesting that it is most useful for OSCE naive students. CONCLUSION: This serious game is a useful time efficient online tool, for OSCE preparation, especially in OSCE naive students. This article is protected by copyright. All rights reserved.
BACKGROUND: Objective Structured Clinical Examinations (OSCEs) are among the most anxiety-provoking competency assessment methods. An online serious game (OSCEGame) was developed and implemented within the OSCE curriculum. This study aimed to evaluate the usefulness of this serious game on preparedness and reducing OSCE-related stress. METHODS: A serious game was designed to help dental students train for OSCEs. Two game courses (4 stations each) were designed according to year of undergraduate training (4th and 5th year), based on 6 pre-existing multi-competency OSCE stations. The OSCEGame was available online on a learning platform 4 to 6 weeks before the summative OSCEs. Game use was evaluated by analysing connection data. Preparedness, stress and time management skills were assessed using a questionnaire following the summative OCSEs. The results of 4th year students (OSCE naive population) were compared to those of 5th year students to assess usefulness and benefits of such preparation method. RESULTS: In total, 97% and 60% of the students in 4th year and 5th year respectively used the game. The game was seen as an essential preparation tool to reduce anxiety (for 60% of all students) and increase time management skills (65% of all students). However, significant differences were observed between 4th and 5th year students (anxiety reduction: 65% vs. 22%, p <0.001; time management skills: 59% vs. 41%, p<0.05) suggesting that it is most useful for OSCE naive students. CONCLUSION: This serious game is a useful time efficient online tool, for OSCE preparation, especially in OSCE naive students. This article is protected by copyright. All rights reserved.