The effect of game-based learning on basic life support skills training for undergraduate dental students

AKALTAN K. F., ÖNDER C., VURAL Ç., ORHAN K., Akdogan N., ATAKAN C.

JOURNAL OF DENTAL EDUCATION, cilt.87, sa.10, ss.1458-1468, 2023 (SCI-Expanded) identifier identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 87 Sayı: 10
  • Basım Tarihi: 2023
  • Doi Numarası: 10.1002/jdd.13303
  • Dergi Adı: JOURNAL OF DENTAL EDUCATION
  • Derginin Tarandığı İndeksler: Science Citation Index Expanded (SCI-EXPANDED), Scopus, CINAHL, EBSCO Education Source, Educational research abstracts (ERA), EMBASE, MEDLINE
  • Sayfa Sayıları: ss.1458-1468
  • Anahtar Kelimeler: cardiopulmonary resuscitation, dental education, game-based learning, serious gaming, simulation learning, COMPUTER-SCIENCE EDUCATION, MEDICAL EMERGENCIES, VIRTUAL-REALITY, SERIOUS GAMES, EUROPEAN RESUSCITATION, COUNCIL GUIDELINES, SIMULATION, TECHNOLOGY, PREVALENCE, KNOWLEDGE
  • Ankara Üniversitesi Adresli: Evet

Özet

ObjectivesThe aim of this study was to investigate the impact of serious game training on the performance of undergraduate dental students during basic life support (BLS) training. MethodsStudents at the Ankara University Faculty of Dentistry were divided into two groups at random: Serious Game (SG) (n = 46) and Traditional (Tr) (n = 45). Students completed the BLS pre-test following their lecture-based training. The SG set of students practiced until they achieved an 85 on the BLS Platform, after which they completed the BLS post-test. All students practiced cardiopulmonary resuscitation (CPR) on a manikin with the instructor's guidance, and then they independently applied CPR by using the model training component. The module evaluation scale was then used to determine each student's grade. Finally, the students provided input on surveys regarding technology perceptions of SG training, serious gaming, and hands-on training. ResultsIn the SG group, the BLS post-test scores were significantly higher than the pre-test results (p = 0.00). In the SG and Tr groups, there was no statistically significant difference in the overall hands-on training scores (p = 0.11). Students in both groups evaluated the hands-on training on the manikin favorably and with high levels of participation. ConclusionsThe SG-based training platform for BLS training has enhanced the BLS performance of undergraduate dental students in terms of knowledge and skill. It has been shown that digital learners have a beneficial impact on game-based learning outcomes; it is advised to use SGs and develop new games for various learning objectives.