WHITE CROSSは、歯科・医療現場で働く方を対象に、良質な歯科医療情報の提供を目的とした会員制サイトです。



PubMedの提供する医学論文データベースを日本語で検索できます。AI(Deep Learning)を活用した機械翻訳エンジンにより、精度高く日本語へ翻訳された論文をご参照いただけます。
JMIR Serious Games.2020 Jun;8(2):e20173. v8i2e20173. doi: 10.2196/20173.Epub 2020-06-12.

COVID-19 パンデミック時の個人用保護具の病院前での適切な使用を教える。ゲーム化されたe-ラーニングモジュールの開発

Teaching Adequate Prehospital Use of Personal Protective Equipment During the COVID-19 Pandemic: Development of a Gamified e-Learning Module.

  • Mélanie Suppan
  • Birgit Gartner
  • Eric Golay
  • Loric Stuby
  • Marion White
  • Philippe Cottet
  • Mohamed Abbas
  • Anne Iten
  • Stephan Harbarth
  • Laurent Suppan
PMID: 32516115 PMCID: PMC7295001. DOI: 10.2196/20173.




BACKGROUND: The coronavirus disease (COVID-19) pandemic has led to increased use of personal protective equipment (PPE). Adequate use of this equipment is more critical than ever because the risk of shortages must be balanced against the need to effectively protect health care workers, including prehospital personnel. Specific training is therefore necessary; however, the need for social distancing has markedly disrupted the delivery of continuing education courses. Electronic learning (e-learning) may provide significant advantages because it requires neither the physical presence of learners nor the repetitive use of equipment for demonstration.



OBJECTIVE: Inclusion of game mechanics, or "gamification," has been shown to increase knowledge and skill acquisition. The objective of this research was to develop a gamified e-learning module to interactively deliver concepts and information regarding the correct choice and handling of PPE.



METHODS: The SERES framework was used to define and describe the development process, including scientific and design foundations. After we defined the target audience and learning objectives by interviewing the stakeholders, we searched the scientific literature to establish relevant theoretical bases. The learning contents were validated by infection control and prehospital experts. Learning mechanics were then determined according to the learning objectives, and the content that could benefit from the inclusion of game mechanics was identified.


文献検索の結果、12の論文が選択され、含まれていた。ゲーミフィケーションに加えて、事前テスト、フィードバック、コンテンツスキップの回避、埋め込みビデオを使用したデモンストレーションを学習メカニズムとして使用した。ゲーミフィケーションは、最大の学習課題であったPPEの着脱シーケンスのインタラクティブ性を高めるために使用されました。このモジュールは、Articulate Storyline 3を使用して開発されました。このソフトウェアは、最新のブラウザが利用可能であれば、スマートフォン、タブレット、通常のコンピュータでアクセスできるHTML5互換の出力を生成するため、幅広いデバイスとの互換性を確保しました。

RESULTS: The literature search resulted in the selection and inclusion of 12 articles. In addition to gamification, pretesting, feedback, avoiding content skipping, and demonstrations using embedded videos were used as learning mechanics. Gamification was used to enhance the interactivity of the PPE donning and doffing sequences, which presented the greatest learning challenges. The module was developed with Articulate Storyline 3 to ensure that it would be compatible with a wide array of devices, as this software generates HTML5-compatible output that can be accessed on smartphones, tablets, and regular computers as long as a recent browser is available.



CONCLUSIONS: A gamified e-learning module designed to promote better knowledge and understanding of PPE use among prehospital health care workers was created by following the SERES framework. The impact of this module should now be assessed by means of a randomized controlled trial.

©Mélanie Suppan, Birgit Gartner, Eric Golay, Loric Stuby, Marion White, Philippe Cottet, Mohamed Abbas, Anne Iten, Stephan Harbarth, Laurent Suppan. Originally published in JMIR Serious Games (http://games.jmir.org), 12.06.2020.