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OSCEGame: A serious game for OSCE training.
Germa, Alice; Gosset, Marjolaine; Gaucher, Céline; Valencien, Claire; Schlumberger, Marion; Colombier, Marie-Laure; Moreau, Nathan; Radoï, Loredana; Boukpessi, Tchilalo; Davit-Beal, Tiphaine; Vital, Sibylle; Wulfman, Claudine.
Afiliación
  • Germa A; Université de Paris, CRESS, EPOPE Team, INSERM, INRA, Paris, France.
  • Gosset M; Department of Odontology, AP-HP, Charles Foix Hospital, Ivry-sur-Seine, France.
  • Gaucher C; Faculty of Health, UFR Dentistry, Université de Paris, Montrouge, France.
  • Valencien C; Department of Odontology, AP-HP, Charles Foix Hospital, Ivry-sur-Seine, France.
  • Schlumberger M; Faculty of Health, UFR Dentistry, Université de Paris, Montrouge, France.
  • Colombier ML; Faculty of Health, UFR Dentistry, Université de Paris, Montrouge, France.
  • Moreau N; Department of Odontology, AP-HP, Henri Mondor Hospital, Créteil, France.
  • Radoï L; Educational Innovation Center, Université de Paris, Paris, France.
  • Boukpessi T; Faculty of Health, UFR Dentistry, Université de Paris, Montrouge, France.
  • Davit-Beal T; Faculty of Health, UFR Dentistry, Université de Paris, Montrouge, France.
  • Vital S; Department of Odontology, AP-HP, Louis Mourier Hospital, Colombes, France.
  • Wulfman C; Faculty of Health, UFR Dentistry, Université de Paris, Montrouge, France.
Eur J Dent Educ ; 25(4): 657-663, 2021 Nov.
Article en En | MEDLINE | ID: mdl-33314541
BACKGROUND: Objective Structured Clinical Examinations (OSCEs) are amongst the most anxiety-provoking competency assessment methods. An online serious game (OSCEGame) was developed and implemented within the OSCE curriculum. This study aimed to evaluate the usefulness of this serious game on preparedness and reducing OSCE-related stress. METHODS: A serious game was designed to help dental students train for OSCEs. Two game courses (4 stations each) were designed according to year of undergraduate training (4th and 5th year), based on 6 pre-existing multi-competency OSCE stations. The OSCEGame was available online on a learning platform 4 to 6 weeks before the summative OSCEs. Game use was evaluated by analysing connection data. Preparedness, stress and time management skills were assessed using a questionnaire following the summative OCSEs. The results of 4th -year students (OSCE naive population) were compared to those of 5th -year students to assess usefulness and benefits of such preparation method. RESULTS: In total, 97% and 60% of the students in 4th year and 5th year, respectively, used the game. The game was seen as an essential preparation tool to reduce anxiety (for 60% of all students) and increase time management skills (65% of all students). However, significant differences were observed between 4th- and 5th -year students (anxiety reduction: 65% vs. 22%, p < 0.001; time management skills: 59% vs. 41%, p < 0.05) suggesting that it is most useful for OSCE naive students. CONCLUSION: This serious game is a useful time efficient online tool, for OSCE preparation, especially in OSCE naive students.
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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Competencia Clínica / Educación de Pregrado en Medicina Tipo de estudio: Qualitative_research Límite: Humans Idioma: En Revista: Eur J Dent Educ Asunto de la revista: EDUCACAO / ODONTOLOGIA Año: 2021 Tipo del documento: Article País de afiliación: Francia Pais de publicación: Reino Unido
Texto completo
Añadir a Mi BVS
Imprimir
XML
PubMed Links
Buscar en Google

Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Competencia Clínica / Educación de Pregrado en Medicina Tipo de estudio: Qualitative_research Límite: Humans Idioma: En Revista: Eur J Dent Educ Asunto de la revista: EDUCACAO / ODONTOLOGIA Año: 2021 Tipo del documento: Article País de afiliación: Francia Pais de publicación: Reino Unido