Horizon of Medical Education Development

Horizon of Medical Education Development

Effect of Two Methods of Collaborative Game-Based Training and Traditional Training on Learning and Satisfaction of Surgical Technologist Students in Knowing Surgical Tools and Equipment

Document Type : Original Article

Authors
Mehrsa Basirimoghadam 1, 2
Azar Arabkhazaei 2
Fatemeh Pouladkhay 2
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.
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.
Keywords
Game-Based Training
Collaborative Education
Satisfaction
Learning
  1. Masoumian Hosseini M, Sadat Manzari Z, Gazerani A, Masoumian Hosseini ST, Gazerani A, Rohaninasab M. Can gamified surgical sets improve surgical instrument recognition and student performance retention in the operating room? A multi-institutional experimental crossover study. BMC Med Educ. 2023 Dec 1; 23(1).
  2. Göras C, Olin K, Unbeck M, Pukk-Härenstam K, Ehrenberg A, Tessma MK, et al. Tasks, multitasking and interruptions among the surgical team in an operating room: a prospective observational study. BMJ Open; 9(5):e026410.
  3. Blomberg AC, Bisholt B, Lindwall L. Responsibility for patient care in perioperative practice. Nurs Open; 5(3):414–21.
  4. Bakshi SK, Lin SR, Ting DSW, Chiang MF, Chodosh J. The era of artificial intelligence and virtual reality: transforming surgical education in ophthalmology. British Journal of Ophthalmology; 105(10):1325–8.
  5. Norouzi N, Enfermería BII y E en, 2021‏ undefined. Clinical education stressors in operating room students: a qualitative study‏. scielo.org.co‏N Norouzi, B Imani‏Investigación y Educación en Enfermería
  6. Castronova JA. Discovery Learning for the 21 st Century: What is it and how does it compare to traditional learning in effectiveness in the 21 st Century?
  7. Akbari F, Nasiri M, Rashidi N, Zonoori S, Amirmohseni L, Eslami J, et al. 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. BMC Med Educ; 22(1):1–9.
  8. Elaoufy H. Bridging the Gap between Digital Native Students and Digital Immigrant Professors: Reciprocal Learning and Current Challenges. American Journal of Education and Technology. 2023 Apr 28; 2(2):23–33.
  9. Arbabi F, Education FHIJ of M, 2011‏ undefined. Using games in Oncology Teaching‏. search.ebscohost.com‏F Arbabi, F Haghani‏Iranian Journal of Medical Education, 2011‏•search.ebscohost.com
  10. Jones J, Tincher L, EOOAJ of, 2015‏ undefined. An educational board game to assist PharmD students in learning autonomic nervous system pharmacology‏. Elsevier‏
  11. Shiroma PR, Massa AA, Alarcon RD. Using game format to teach psychopharmacology to medical students. Med Teach. 2011 Feb; 33(2):156–60.
  12. hoseini A, eshkevari adnan, majidi nafise. The Effectiveness of Game-Based Laerning on Students’ Learning and Motivation in Arabic language. Language Related؛11(2):363–88.
  13. Lewis KĆ. Advantages and Disadvantages of Using Video Games and Simulations for Designing Learning Experiences for Nursing Student and Educators. Iris Journal of Nursing & Care. 2020 Apr 15;3(1).
  14. Tavares N. The use and impact of game-based learning on the learning experience and knowledge retention of nursing undergraduate students: A systematic literature review. Nurse Educ Today. 2022 Oct 1; 117:105484.
  15. Lai CH, Yuan C. A Study on Applying Game-Based Learning to Cooperative Learning. 2012
  16. Borim Nejad L, Sajadi Hezaveh M, Khosravi S. The Effect of Learning Contract on Self-directed Learning and Satisfaction of Nursing Students in Clinical Education. Iranian Journal of Medical Education; 14(12):1084–92.
  17. Paim CPP, Goldmeier S. Set up Surgical Instruments on the Mayo Stand or Back Table. JMIR Serious; 5(1):e1–e1.
  18. Ishizuka K, Shikino K, Kasai H, Hoshina Y, Miura S, Tsukamoto T, et al. The influence of Gamification on medical students’ diagnostic decision making and awareness of medical cost: a mixed-method study. BMC Med Educ; 23(1):1–13.
  19. Elzeky MEH, Elhabashy HMM, Ali WGM, Allam SME. Effect of gamified flipped classroom on improving nursing students’ skills competency and learning motivation: a randomized controlled trial. BMC Nurs.; 21(1):1–13.
  20. Karimian Z, Mosallanezhad L, Fakhrzad N, Fakhrzad M. Design, Implementation and Evaluation of Online Scenario- based Gamification Workshop on Participants’ Learning and Satisfaction. Research in Medical Education; 15(3):51–60.
  21. Sarker U, Kanuka H, Norris C, Raymond C, Yonge O, Davidson S. Gamification in nursing literature: An integrative review. Int J Nurs Educ Scholarsh; 18(1):389–95.
  22. Ranjbarfard M, Zandvakili M. Comparing the evaluation of three educational methods including game-based education, education through working with professional software, and traditional education from the view point of students. Technology of Education Journal (TEJ); 15(4):635–47.
  23. Shakour M, Haghani F, Shokri T, Bahramian H. The Effect of Game Method on Students’ Satisfaction and Achievement in Anatomy Course. Journal of Isfahan Medical School; 31(244):1038–47.
Horizon of Medical Education Development
Volume 16, Special Issue1
Summer 2025
Pages 79-87