Stephen J Hale1, Sonja Wakeling2, Anuja Bhalerao3, Janatani Balakumaran2, Simon Huang4, Shawn Mondoux5,6, J Bruce Blain7,8, Teresa M Chan9,10,6. 1. Royal College of Physicians and Surgeons of Canada Emergency Medicine Residency Training Program University of Manitoba Winnipeg Manitoba Canada. 2. Royal College of Physicians and Surgeons of Canada Emergency Medicine Residency Training Program McMaster University Hamilton Ontario Canada. 3. Canadian College of Family Physicians Residency Training Program Queen's University Kingston Ontario Canada. 4. Royal College of Physicians and Surgeons of Canada Emergency Medicine Residency Training Program Dalhousie University Halifax Nova Scotia Canada. 5. Division of Emergency Medicine Department of Medicine McMaster University Hamilton Ontario Canada. 6. McMaster Program for Education Research, Innovation, and Theory (MERIT Hamilton Ontario Canada. 7. School of Management George Brown College Toronto Ontario Canada. 8. Ontario Institute for Studies in Education/University of Toronto Toronto Ontario Canada. 9. Program for Faculty Development Faculty of Health Sciences McMaster University Hamilton Ontario Canada. 10. Department of Medicine Division of Emergency Medicine and Division of Education & Innovation McMaster University Hamilton Ontario Canada.
Abstract
OBJECTIVE: GridlockED gameplay workshops were delivered in Canada. This project investigated workshop attendees' experiences, seeking to identify learning points to inform improvement of the workshop. METHODS: GridlockED sessions were held through 2018 and 2019. Workshops targeted medical trainees. After a standardized video, learners played for approximately 90 minutes. Learners completed a postgameplay survey with 7-point Likert scale questions about their experience. RESULTS: Seventy-two participants responded to our survey (41 medical students, 13 physician assistant students, 12 emergency medicine residents, and six faculty members). Trainees rated GridlockED as both enjoyable and a meaningful educational experience, with a mean (±SD) rating of 6.53 (±0.96) of 7 for enjoyment and 6.17 (±1.13) for education. Attendees identified teamwork and communication (49%) as the most helpful learning domain, with patient flow (43%) being second and basics of how the ED worked (31%) being third. The respondents self-identified top areas of learning as resource management (38.9%), improved understanding of various provider roles in the ED (33%), and improved communication skills (33%). CONCLUSION: Medical learners identified GridlockED to be an educational and enjoyable learning experience. Attendees reported that playing this serious game assisted with learning about health systems and communication.
OBJECTIVE: GridlockED gameplay workshops were delivered in Canada. This project investigated workshop attendees' experiences, seeking to identify learning points to inform improvement of the workshop. METHODS: GridlockED sessions were held through 2018 and 2019. Workshops targeted medical trainees. After a standardized video, learners played for approximately 90 minutes. Learners completed a postgameplay survey with 7-point Likert scale questions about their experience. RESULTS: Seventy-two participants responded to our survey (41 medical students, 13 physician assistant students, 12 emergency medicine residents, and six faculty members). Trainees rated GridlockED as both enjoyable and a meaningful educational experience, with a mean (±SD) rating of 6.53 (±0.96) of 7 for enjoyment and 6.17 (±1.13) for education. Attendees identified teamwork and communication (49%) as the most helpful learning domain, with patient flow (43%) being second and basics of how the ED worked (31%) being third. The respondents self-identified top areas of learning as resource management (38.9%), improved understanding of various provider roles in the ED (33%), and improved communication skills (33%). CONCLUSION: Medical learners identified GridlockED to be an educational and enjoyable learning experience. Attendees reported that playing this serious game assisted with learning about health systems and communication.
Authors: L Melissa Skaugset; Susan Farrell; Michele Carney; Margaret Wolff; Sally A Santen; Marcia Perry; Stephen John Cico Journal: Ann Emerg Med Date: 2015-11-14 Impact factor: 5.721
Authors: Daniel Tsoy; Paula Sneath; Josh Rempel; Simon Huang; Nicole Bodnariuc; Mathew Mercuri; Alim Pardhan; Teresa M Chan Journal: Acad Med Date: 2019-01 Impact factor: 6.893
Authors: Andrew Petrosoniak; Christopher Hicks; Lee Barratt; Dominic Gascon; Candis Kokoski; Doug Campbell; Kari White; Glen Bandiera; Margaret Moy Lum-Kwong; Lori Nemoy; Ryan Brydges Journal: Simul Healthc Date: 2020-06 Impact factor: 2.690