第34轮:参加调节的桌面游戏,以提高住院团队在住院轮期间的动态
Saqib H Baig1, Michael Q Dong2, Shruti Sirapu3
1is an Associate Professor of Medicine, Division of Pulmonary, Allergy and Critical Care, Jane and Leonard Korman Respiratory Institute, Sidney Kimmel Medical College, Thomas Jefferson University, Philadelphia, Pennsylvania, USA.
Journal of graduate medical education
|February 16, 2026
概括
通过第34轮纸牌游戏进行游戏化,在住院医疗轮期间显著改善了居民的参与度,舒适度和感知到的教育价值. 这种创新方法提高了团队动态,而没有延长圆形化时间.
科学领域:
- 医学教育 医学教育
- 医疗保健团队动态 医疗保健团队动态
- 医疗保健中的游戏化
背景情况:
- 住院医疗轮对于住院教育至关重要,但面临诸如高团队流动和层次等挑战.
- 这些问题可能会限制居民的参与,询问问题的舒适性以及整体的教育体验.
- 游戏化为这些持续存在的问题提供了潜在的解决方案.
研究的目的:
- 评估一轮34的影响,一个合作的纸牌游戏,在居民参与,舒适地提出问题,和在医疗轮期间感知教育价值.
- 这项研究旨在评估这个游戏如何影响医疗保健团队动态.
主要方法:
- 一项为期22周的前性随机试验涉及内科医疗团队的配对.
- 团队被分配到干预组 (打第34轮) 或控制组 (标准轮).
- 每日Likert调查测量了参与度,舒适度和教育价值;每周的调查评估了倦怠,幸福感和孤独感. 用顺序回归分析了结果.
主要成果:
- 干预组报告的感知教育 (8.0比6.2),参与 (8.5比7.1) 和舒适 (9.1比8.2) 的得分显著更高.
- 两组之间没有观察到圆形化时间,倦怠,幸福感或孤独感的显著差异.
- 回归分析证实,游戏玩法独立地与改善的结果有关.
结论:
- 第34轮纸牌游戏有效地提高了在住院医疗轮期间感知到的教育价值,参与度和舒适度.
- 游戏化方法改善了教育体验的关键方面,但没有对圆形化时间产生负面影响.
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