Gamificación como metodología didáctica para soporte vital básico en estudiantes de medicinaestudio piloto de simulación con maniquís

  1. Martín Otero Agra 3
  2. María Teresa Hermo-Gonzalo 13
  3. Santiago Martínez-Isasi 2
  4. María Fernández-Méndez 13
  5. María Jesús Domínguez-Graña 3
  6. Felipe Fernández-Méndez 13
  1. 1 Escuela Universitaria de Enfermería. Universidad de Vigo. Pontevedra, Galicia, España
  2. 2 Grupo de Investigación CLINURSID. Facultad de enfermería, Universidad de Santiago de Compostela, Santiago de Compostela, Galicia, España
  3. 3 Grupo de Investigación REMOSS. Facultad de Ciencias de la Educación y del Deporte. Universidad de Vigo, Pontevedra, Galicia, España
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Revista:
Tiempos de enfermería y salud = Nursing and health times

ISSN: 2530-4453

Año de publicación: 2020

Título del ejemplar: Decálogo RCP en COVID-19

Número: 9

Páginas: 34-38

Tipo: Artículo

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Otras publicaciones en: Tiempos de enfermería y salud = Nursing and health times

Resumen

Objective: Assessing a gamification teaching me-thodology with a theoretical-practical approach in medical students’ basic life support (BLS) education.Methods: 18 medical students with previous trai-ning during their university degree participated in a simulation pilot study. An assessment of the tra-ining received and a prior evaluation of theoretical knowledge and practical skills of cardiopulmonary resuscitation (CPR) with mouth-to-mouth ventila-tion (MMV) and bag-valve-mask ventilation (BMV) (T0) were performed. Subsequently, a 2-hour theore-tical-practical gamification training was performed. Finally, the participants assessed the training with gamification and performed a subsequent evalua-tion of theoretical knowledge and practical skills (T1).Results: Participants show a higher quality of CPR with MMV [T0: 30 % (17 – 43) vs T1: 72 % (58 – 87); p = 0.002] and with BMV [T0: 41 % (26 – 56) vs T1: 76 % (60 – 91); p = 0.002] after training with gamification. They also show higher qualifications in theoretical knowledge [T0: 5.3 (4.6 – 6.0) vs T1: 8.4 (7.9 - 8.9); p = 0.001] after training with gamification. A higher percentage of participants valued the use of gami-fication positively (93 %) compared to the training received in their university education (43 %) (p = 0.013).Conclusion: It would be necessary to emphasize the improvement of BLS training of medical students, being an option the use of a gamification methodo-logy

Fuente de los datos: Dialnet