A204 IMPACT OF A SIMULATION-BASED TRAINING CURRICULUM USING GAMIFICATION FOR COLONOSCOPY: A RANDOMIZED CONTROLLED TRIAL
Notice bibliographique
Résumé
Simulation-based training (SBT) curricula for training novices in gastrointestinal (GI) endoscopy have been shown to be effective. Gamification, the application of principles from games such as competition and rewards, has been used to enhance procedural learning in healthcare. There are no known applications of gamification for training of GI endoscopy, however. To evaluate a SBT curriculum using gamification for novice endoscopists on the performance of simulated colonoscopies, compared to a conventional SBT curriculum. Twenty-one novice endoscopists (completed <20 previous colonoscopies) from the general surgery and gastroenterology programs at the University of Toronto participated. Participants were randomized into the Conventional Training Curriculum (CTC) or the Gamified Integrated Curriculum (GIC) Group. Both groups received the same SBT curriculum on two simulator models, a benchtop and EndoVR® model. The GIC included a game-board, game narrative, badges for training landmarks, and rewards for top performance. Performance was assessed at three points: prior to training, immediately after training, and 4 to 6 weeks after training. Assessments took place on the EndoVR® simulator. The primary outcome measure was the difference in colonoscopic performance between the two groups, assessed using the Joint Advisory Group for GI Endoscopy Direct Observation of Procedural Skills (JAG DOPS). The secondary outcome was the difference in cognitive load, as rated by participants themselves using the Cognitive Load Index for Colonoscopy (CLIC), which measures intrinsic, extrinsic, and germane cognitive load. For the JAG DOPS scores, there was no significant difference between the two groups with respect to performance of simulated colonoscopies (P>0.05). For the CLIC, there was a significant difference between the two groups immediately after training for intrinsic load, as the GIC demonstrated a significantly lower load (P=0.04). There were no other significant differences between the two groups for cognitive load. We found that a SBT curriculum using gamification for colonoscopy was associated with a significantly lower intrinsic load after training. A lower instrinsic load indicates that participants in the GIC group found that the task of colonoscopy was not as difficult as their counterparts in the CTC group. Although we did not find a difference with respect to colonoscopic performance, these findings represent an interim analysis. The completion of this study will likely yield important insight into further improvements of endoscopic training. None
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,004 | 0,008 |
| Méta-épidémiologie (sens strict) | 0,002 | 0,001 |
| Méta-épidémiologie (sens large) | 0,005 | 0,002 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,002 |
| Communication savante | 0,001 | 0,002 |
| Science ouverte | 0,002 | 0,001 |
| Intégrité de la recherche | 0,004 | 0,003 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,011 | 0,001 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».