A211 IMPACT OF A GAME-BASED LEARNING INTERVENTION IN SIMULATION-BASED ENDOSCOPY TRAINING ON COLONOSCOPY PERFORMANCE IN NOVICE ENDOSCOPISTS - A RANDOMIZED CONTROLLED TRIAL
Notice bibliographique
Résumé
Simulation-based training (SBT) curricula for training novices in gastrointestinal endoscopy has been shown to be effective. Gamification, which is the application of game-design elements such as competition, rankings and rewards, has been used to enhance procedural learning in healthcare, but no studies have investigated the effects of a comprehensive gamification curriculum on the acquisition of endoscopic skills amongst novice endoscopists. To evaluate a SBT curriculum using gamification for novice endoscopists on the performance of simulated and clinical colonoscopies, compared to a conventional SBT curriculum. Thirty-six novice endoscopists (who had completed <20 previous colonoscopies) from the general surgery and gastroenterology programs at the University of Toronto participated. Participants were randomized into the Conventional Curriculum (CC) or the Gamified Integrated Curriculum (GIC) Group. Both groups received 6 hours of one-on-one simulation training on two simulator models, a benchtop and EndoVR® model, augmented with expert feedback, interlaced with 4 hours of small group teaching on theory of colonoscopy. The GIC group had curriculum integrated with game-design elements: a leaderboard summarizing participant performance, game narrative, achievement badges, and rewards for top performance. Performance was assessed on the simulator prior to training, immediately after training, and 4–6 weeks after training. Transfer of skills were assessed during two clinical colonoscopies between 4–6 weeks post training by blinded independent expert endoscopists. The primary outcome measure was the difference in colonoscopic performance between the two groups using validated assessment tools measuring cognitive, technical and integrative skills, including the Joint Advisory Group for GI Endoscopy Direct Observation of Procedural Skills (JAG DOPS), and the Gastrointestinal Endoscopy Competency Assessment Tool (GiECAT). The gamification group outperformed the control group in global performance for the first two clinical colonoscopies as measured by JAG DOPS (F1, 37 =12.89, P = 0.001 ) and GiECAT ( F1, 34 = 12.55; P = 0.001). We found that a SBT curriculum using gamification for colonoscopy was associated with significantly improved global performance among novice endoscopists. It is an instructional strategy with potential to enhance learning. Global performance as measured by JAG DOPS at clinical colonoscopies. CAGAbbVie Centre of Excellence in Continuing Health Education [grant number:2017 CAG-ABBVIE-ERG]
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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 | 0,003 | 0,006 |
| Méta-épidémiologie (sens strict) | 0,002 | 0,001 |
| Méta-épidémiologie (sens large) | 0,004 | 0,002 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,002 |
| Communication savante | 0,001 | 0,001 |
| Science ouverte | 0,002 | 0,001 |
| Intégrité de la recherche | 0,004 | 0,003 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,010 | 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 ».