4.3 Article

Comparing the Outcomes of Virtual Reality-Based Serious Gaming and Lecture-Based Training for Advanced Life Support Training: Randomized Controlled Trial

Related references

Note: Only part of the references are listed.
Article Cardiac & Cardiovascular Systems

Virtual Reality Simulator versus Conventional Advanced Life Support Training for Cardiopulmonary Resuscitation Post-Cardiac Surgery: A Randomized Controlled Trial

Jette J. J. Peek et al.

Summary: This study compared the effectiveness of virtual reality (VR) Cardiac Surgical Unit Advanced Life Support (CSU-ALS) simulator training with conventional classroom CSU-ALS training for patients arresting after cardiac surgery. The results showed that the VR training group performed worse than the conventional training group in achieving the target of delivering three stacked shocks within 1 minute, but performed similarly in reaching the resternotomy time target. The VR training group made fewer mistakes and participants reported positive feedback on the VR simulator.

JOURNAL OF CARDIOVASCULAR DEVELOPMENT AND DISEASE (2023)

Article Education & Educational Research

Comparison of the effects of virtual training by serious game and lecture on operating room novices' knowledge and performance about surgical instruments setup: a multi-center, two-arm study

Fakhridokht Akbari et al.

Summary: This study compared the effects of the PlaSurIn game and lecture on the surgical instruments setup knowledge and performance of Operating Room novices. The results showed that the game training group outperformed the lecture training group in theoretical tests and clinical assessments.

BMC MEDICAL EDUCATION (2022)

Article Critical Care Medicine

European Resuscitation Council Guidelines 2021: Adult advanced life support

Jasmeet Soar et al.

Summary: These guidelines, based on the 2020 International Consensus, provide recommendations for the prevention and ALS treatments for both in-hospital and out-of-hospital cardiac arrest.

RESUSCITATION (2021)

Article Education & Educational Research

Comparison of the effectiveness of lecture instruction and virtual reality-based serious gaming instruction on the medical students' learning outcome about approach to coma

Meysam Siyah Mansoory et al.

Summary: The study compared the effectiveness of lecture method and virtual reality-based serious gaming (VRBSG) method on medical students' learning outcomes about coma. Results showed that students had low familiarity with e-learning and VRBSG, but the majority were eager to be instructed through VRBSG. The usability of VRBSG was high, and the mean score of learning outcomes in the experimental group using VRBSG was significantly higher than the control group using lecture method.

BMC MEDICAL EDUCATION (2021)

Review Emergency Medicine

The Effect of Teaching Nontechnical Skills in Advanced Life Support: A Systematic Review

Philippe Dewolf et al.

Summary: The study found that incorporating non-technical skills training into advanced life support simulation significantly improved team performance and dynamics. Good leadership skills also had a positive impact on overall technical performance. Additionally, feedback and repetitive practice were identified as key factors in training non-technical skills.

AEM EDUCATION AND TRAINING (2021)

Article Psychology, Multidisciplinary

Changes and Adaptations: How University Students Self-Regulate Their Online Learning During the COVID-19 Pandemic

Felicitas Biwer et al.

Summary: During the COVID-19 pandemic, universities shifted to emergency remote education, forcing students to adapt to online learning. A study on resource-management strategies showed that some students were able to self-regulate their learning and adapt successfully, while others struggled with motivation and time management.

FRONTIERS IN PSYCHOLOGY (2021)

Article Health Policy & Services

The Effectiveness of a Serious Game Versus Online Lectures for Improving Medical Students' Coronavirus Disease 2019 Knowledge

Hai Hu et al.

Summary: The study aimed to explore the effectiveness of a serious game versus online lectures for improving medical students' COVID-19 knowledge. Results showed that students using the game-based computer application scored significantly higher in knowledge retention compared to those using online lectures.

GAMES FOR HEALTH JOURNAL (2021)

Review Computer Science, Information Systems

A review of immersive virtual reality serious games to enhance learning and training

David Checa et al.

MULTIMEDIA TOOLS AND APPLICATIONS (2020)

Article Health Care Sciences & Services

Evaluating Best Methods for Crisis Resource Management Education Didactic Teaching or Noncontextual Active Learning

Bianka B. Saravana-Bawan et al.

SIMULATION IN HEALTHCARE-JOURNAL OF THE SOCIETY FOR SIMULATION IN HEALTHCARE (2019)

Review Computer Science, Software Engineering

A Meta-Analysis of Use of Serious Games in Education over a Decade

Yu Zhonggen

INTERNATIONAL JOURNAL OF COMPUTER GAMES TECHNOLOGY (2019)

Article Business

The impact of virtual, augmented and mixed reality technologies on the customer experience

Carlos Flavian et al.

JOURNAL OF BUSINESS RESEARCH (2019)

Proceedings Paper Computer Science, Theory & Methods

Collecting Experience Data from Remotely Hosted Learning Applications

Felix J. Garcia Clemente et al.

ONLINE ENGINEERING & INTERNET OF THINGS (2018)

Article Emergency Medicine

Using Virtual Reality Simulation Environments to Assess Competence for Emergency Medicine Learners

Jillian L. McGrath et al.

ACADEMIC EMERGENCY MEDICINE (2018)

Article Nursing

Virtual Gaming Simulation in Nursing Education: A Focus Group Study

Margaret Verkuyl et al.

JOURNAL OF NURSING EDUCATION (2017)

Article Computer Science, Interdisciplinary Applications

Collaborative virtual reality based advanced cardiac life support training simulator using virtual reality principles

Prabal Khanal et al.

JOURNAL OF BIOMEDICAL INFORMATICS (2014)

Article Education & Educational Research

Computer game-based and traditional learning method: a comparison regarding students' knowledge retention

Silmara Rondon et al.

BMC MEDICAL EDUCATION (2013)