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A multi-station game-based obstetric anesthesia workshop during anesthesiology grand rounds: a pilot implementation
Federico Puerta-Martinez1, Jacqueline Hannan2, Dario Winterton1
1Department of Anesthesia, Critical Care and Pain Medicine, Beth Israel Deaconess Medical Center, Harvard Medical School, 330 Brookline Avenue, Boston, MA 02215, United States; Master of Medical Sciences in Medical Education, Harvard Medical School, 25 Shattuck Street, Boston, MA 02115, United States.
Background:
Game-based learning shows promise in health professions training, but guidance for large-group education is limited. We describe the design, implementation, and evaluation of a multi-station game-based workshop delivered during anesthesiology grand rounds.
Methods:
Four game-based stations were designed using constructive alignment. Seventy-two participants, including anesthesia residents and faculty, rotated through all four 15-min stations focusing on anesthesia in pregnancy, point-of-care ultrasound, thromboelastography, and crisis resource management. Each station included structured debriefing. A post-workshop survey assessed perceived engagement, knowledge reinforcement, and participant experience.
Results:
Fifty-five participants completed the survey (76.4%). Median item scores ranged from 4 to 5, with agreement rates above 80% across items. Free-text comments emphasized enjoyment, and perceived knowledge reinforcement, while a minority noted concerns about learning depth.
Conclusions:
A game-based workshop was well-received for obstetric anesthesia education, with findings highlighting the importance of aligning game mechanics with learning objectives and protecting time for structured debriefing.