Evaluating the Instructional Design and Effect on Knowledge, Teamwork, and Skills of Technology-Enhanced Simulation-Based Training in Obstetrics in Uganda: Stepped-Wedge Cluster Randomized Trial

Instructional Design Made Easy! Instructional Design Models, Categories, Frameworks, Educational Context, and Recommendations for Future Work

Educators and course designers may face great hurdles when designing courses if they include an online setting. Instructional design (ID) has played a vital role as a change agent in facilitating the pedagogical and technological transformation of educators and students. However, some instructors still find ID challenging and there are information gaps regarding instructional design models, categories, educational context, and recommendations for future work. This systematic literature review (SLR) analyzed 31 publications using PRISMA to address this gap. The results of this review suggest combining ID models with broader theoretical frameworks. Investigations and research on ID should include a bigger number of ID types. It is highly recommended that extra frameworks be added to the ID procedure. To explore and grasp all parties engaged in ID, including the role of the instructor, the ID designer, and the student, it is important for additional educational contexts to be amalgamated. For novices in the field, such as graduate students, it is crucial to pay close attention to the several phases and techniques of ID. This review sheds light on the trends, future agenda, and research requirements associated with ID in educational settings. It might serve as a basis for future research on ID in educational contexts.

Nouvelle méthode pédagogique en médecine d’urgence : l’escape game

La mise en application de la réforme du second cycle confirme aujourd’hui la place importante de l’approche par compétences dans l’éducation en santé depuis l’application de la réforme du second cycle. La médecine d’urgence, via son exercice interprofessionnel, nécessite une grande agilité éducative. Pour cette équipe, composée de professionnels de différents horizons (médecin, infirmier, ambulancier), pour travailler ensemble et être efficient pour le patient, deux points sont essentiels : la communication et la planification. Il semble exister un besoin de formation à ces compétences non techniques. Des innovations pédagogiques permettraient d’étendre l’éventail des possibilités formatives et d’accroître la formation à ces compétences. La gamification est le fait d’appliquer des concepts de jeu à des éléments initialement non ludiques. Elle est ancrée dans les approches d’apprentissage actif et se développe actuellement dans l’éducation à la santé. L’escape game, impliquant de petits groupes de cinq à dix personnes devant ensemble résoudre une énigme, se développe de plus en plus dans le champ de l’éducation, y compris en santé. Il semble intéressant d’utiliser l’escape game comme outil éducatif pour former les équipes de médecine d’urgence sur le thème du travail d’équipe et de la communication interprofessionnelle. En effet, cet outil peut permettre de faciliter l’enseignement des compétences non techniques. L’implémentation de ces outils pédagogiques novateurs serait un réel atout pour les facultés de médecine et les instituts universitaires. Elle serait complémentaire aux autres méthodes pédagogiques utilisées comme la simulation.

A Didactic Escape Game for Emergency Medicine Aimed at Learning to Work as a Team and Making Diagnoses: Methodology for Game Development

Background

In the health care environment, teamwork is paramount, especially when referring to patient safety. We are interested in recent and innovative solutions such as escape games, which is a type of adventure game that may be highly useful as an educational tool, potentially combining good communication skills with successful gamification. They involve teams of 5 to 10 individuals who are “locked” in the same room and must collaborate to solve puzzles while under pressure from a timer.

Objective

The purpose of this paper was to describe the steps involved in creating and implementing an educational escape game. This tool can then be put into service or further developed by trainers who wish to use it for learning interprofessional collaboration. Therefore, we started with an experience of creating an educational escape game for emergency medicine teams.

Methods

We chose to develop an educational escape game by using 6 successive steps. First, we built a team. Second, we chose the pedagogical objectives. Third, we gamified (switched from objectives to scenario). Next, we found the human and material resources needed. Thereafter, we designed briefing and debriefing. Lastly, we tested the game.

Results

By following these 6 steps, we created the first ambulant educational escape game that teaches people, or nurses, doctors, and paramedics, working in emergency medicine to work as a team.

Conclusions

From a pedagogic point of view, this game may be a good tool for helping people in multidisciplinary fields (medical and paramedical teams) to learn how to work collaboratively and to communicate as a group. Above all, it seems to be an innovative tool that complements medical simulation–based learning and thus consolidates traditional education.