Serious games for patient safety education
Arnold Somasunderam, South Thames Foundation School, StGeorges University of London, Cranmer Terrace, LondonSW17 0RE, UKReferencesBotezatu M, Hult H, Tessma M, Fors U. 2010. Virtual patient simulation forlearning and assessment: Superior results in comparison with regularcourse exams. Med Teach 32(10):845850.Cook DA, Triola MM. 2009. Virtual patients: A critical literature review andproposed next steps. Med Educ 43(4):303311.Serious games for patientsafety educationDear SirLearning to communicate and collaborate effectively within aninterprofessional healthcare team is key to improving patientsafety. One of the barriers to this learning is a culture whereteam members do not feel psychologically safe to speak up ormake decisions that might improve patient safety.With serious games or video games for educationalpurposes the learner can explore and learn about patientsafety issues on their own in a safe environment beforeencountering challenges in the real world. Serious gamesengage the learner through exploration and experimentation,and support learning through increased visualization andcreativity (Westera et al. 2008; Mansour & El-Said 2009).Thisexperience can be enhanced through debriefing exercisesfacilitated by an instructor or reflective practice.The purpose of this study is to pilot test an inexpensiveprototype of a serious game with a group of interprofessionalhealth students to determine if the game provides opportu-nities to learn about patient safety. The game was constructedaround a series of scenarios created in consultation with aphysician, enabling the player to explore patient safety-relatedlearning objectives within a virtual hospital setting.Players enter into conversations with characters and choosewhat response to provide from a given selection. At the end ofthe game, students review their actions, and are providedfeedback about their choices.Fourteen participants tested the prototype and filled out thequestionnaire. The evaluation of the prototype demonstratedthat there is potential for this tool to help students learn toovercome some of the barriers to communications andteamwork that can lead to improved patient safety. Theparticipants enjoyed playing the game, learned somethingabout team communications and thought this was a validmethod for learning about patient safety. In addition, this gamewould be of great benefit to teaching through reflectivepractice.Diane Aubin, Sharla King, & Patricia Boechler, Departmentof Educational Psychology, University of Alberta, Edmonton,Alberta T6G 2G5, Canada, E-mail: email@example.comMichael Burden, Department of Humanities Computing,University of Alberta, Edmonton, Alberta T6G 2G5, CanadaGeoffrey Rockwell, Department of Philosophy, University ofAlberta, Edmonton, Alberta T6G 2G5, CanadaMonica Henry, Critical Care Medicine, University of Alberta,Edmonton, Alberta T6G 2G5, CanadaSean Gouglas, Department of History and Classics, Universityof Alberta, Edmonton, Alberta T6G 2G5, CanadaReferencesMansour SS, El-Said M. 2009. Multi-players role-playing educational seriousgames: A link between fun and learning. Int J Learn 15:229239.Westera W, Nadolski RJ, Hummel HGK, Wopereis IGJH. 2008. Seriousgames for higher education: A framework for reducing designcomplexity. J Comput Assist Learn 24:420432.In the wake of highereducation reform: Theadmission criterion meanbaccalaureate graderevisitedDear SirA Lancet editorial in 1948 (Lancet 1948) commented thatschool leaving grades may sometimes operate unfairly againstthe brilliant but erratic. Nevertheless, school leaving gradesstill serve as the primary instrument for admission of medicalstudents in most countries and the literature attributes to thembetter prognostic validity than other admission instruments.Yet, undergraduate medical curricula have undergone majorreforms in recent years. Learner-centred, problem-orientedand extensive practical training have replaced the traditionalchalk and talk lectures. It seems important, therefore, toreassess the prognostic value of school graduation grades forperformance in modern medical education.We therefore monitored the in-course performance ofstudents of three consecutive cohorts during the pre-clinical 2years and compared them to their mean baccalaureate grades(bGrades). Students with best bGrades (1.01.3) had beenadmitted directly; those with worse bGrades had beenadmitted by the constitutionally guaranteed latency quotaafter a waiting time of several years. Admission of the first twocohorts had been based almost exclusively on bGrades, that ofthe third cohort also on the newly integrated Test for MedicalStudies (TMS).Letters To The Editor675Med Teach Downloaded from informahealthcare.com by Duke-Nus Graduate Med School Sgp on 11/03/14For personal use only.