WIP 67 - Utilization of Game-Based Learning for Blood Gas Interpretation and Ventilator Management With Residents in Pediatric Critical Care

Publication Number: WIP 67.7500

Megan Essman, UH Rainbow Babies & Children's Hospital, Cleveland, OH, United States; Andrea Scioscia, UH Rainbow Babies & Children's Hospital, Cleveland, OH, United States; Ross Myers, UH Rainbow Babies & Children's Hospital, Cleveland, OH, United States; Monty Mazer, UH Rainbow Babies & Children's Hospital, Cleveland, OH, United States

Background: Game-based learning (GBL) has become a rich area of study in medical education, however few studies exist examining its effects on knowledge acquisition and application. This pilot study aims to investigate the use of GBL to improve pediatric residents’ accuracy with blood gas interpretation and its application in ventilator management in the pediatric ICU (PICU). Our hypothesis is that compared to typical didactics, trainees given education using gaming elements will have greater knowledge acquisition, retention, and clinical application skills, as measured by multiple choice tests and a case-based simulation.

Objective: Our objective is to develop an innovative electronic GBL module for blood gas analysis with applicability in mechanical ventilator management. We then aim to examine the effect of a game-based approach on knowledge acquisition, retention, and clinical performance for residents in the PICU.

Design/Methods: This educational intervention study was exempted from review by our local IRB. PGY-2 categorical pediatric residents rotating in the PICU are randomized into two groups – control (typical didactic education) or intervention (game-based education) – for the part of their curriculum covering blood gas analysis and its application in ventilator management.

The study cycle occurs over 6 months with two sessions per participant. The first session includes a 10-item pretest followed by a self-guided electronic educational module. Both groups receive identical educational content, with the GBL module containing a series of mini games within a fictional world. Participants immediately complete a 5-item posttest. At the end of the cycle, they have an additional 5-item posttest and apply their knowledge to a simulation requiring blood gas interpretation to manage a patient’s ventilator.

Enrollment and data collection are ongoing. We are using pre- and posttests to compare knowledge acquisition and retention between groups, and the simulation to compare clinical performance. Data will be analyzed for a 20% or greater improvement in scores between groups.