Authors
1
Nursing Research Center, Faculty of Paramedical Sciences, Gonabad University of Medical Sciences, Gonabad, Iran.
2
Department of Operating Room, Faculty of Paramedical Sciences, Gonabad University of Medical Sciences, Gonabad, Iran.
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Document Type : Original Article
10.22038/hmed.2025.86719.1502
Abstract
Introduction: One of the challenges in the field of operating room technology is the proper learning of surgical instruments. Traditional training methods have not adequately met students’ needs and have also posed challenges for instructors. The use of innovative training methods can impact students’ learning; therefore, this study compares the learning and satisfaction of students after two methods: collaborative-game-based training and traditional training in the surgical instruments course.
Materials & Methods: This interventional study was conducted in the second semester of 2022 and the second semester of 2023. The participants included 31 second-semester operating room students who were enrolled based on inclusion criteria and received training through two methods: collaborative-game-based training and traditional training. The lesson topics were divided between the two methods; 7 sessions were taught using collaborative game-based training, and 7 sessions by the traditional training method. Learning was measured using pre-tests and post-tests, and at the end of the second semester, a separate cumulative test was conducted for each method. To assess student satisfaction, the Borimnejad et al. questionnaire was used.
Results: The Wilcoxon test results showed that there was no significant difference in the total pre-test scores between the two methods in the between-group comparison. However, the means of the near post-test (P=0.001), far post-test (P=0.021), and final exam (P=0.009) were different between the two methods, with higher mean scores observed in the collaborative game-based training method. Additionally, the results indicated that student satisfaction in the collaborative game-based training group (42.96 ± 4.46) was significantly higher than in traditional training (35.38 ± 6.09) (P=0.001).
Conclusion: According to the findings of the present study, collaborative game-based training can enhance students’ learning and satisfaction. Due to the active participation of students during training and the competition among students, creating excitement, it increases the level of attention and response to educational content and fully engages them in learning.
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