AUTHOR=Cutumisu Maria , Patel Siddhi D. , Brown Matthew R. G. , Fray Caroline , von Hauff Patrick , Jeffery Thomas , Schmölzer Georg M.
TITLE=RETAIN: A Board Game That Improves Neonatal Resuscitation Knowledge Retention
JOURNAL=Frontiers in Pediatrics
VOLUME=7
YEAR=2019
URL=https://www.frontiersin.org/journals/pediatrics/articles/10.3389/fped.2019.00013
DOI=10.3389/fped.2019.00013
ISSN=2296-2360
ABSTRACT=Background: The current resuscitation guidelines recommend frequent simulation based medical education (SBME). However, the current SBME approach is expensive, time-intensive, and requires a specialized lab and trained instructors. Hence, it is not offered routinely at all hospitals. We designed the board game “RETAIN” to train healthcare providers (HCPs) in neonatal resuscitation in a cost-friendly and accessible way.
Objectives: To examine if a board game-based training simulator improves knowledge retention in HCPs.
Methods: “RETAIN” consists of a board using an image of a baby, visual objects, adjustable timer, monitors, and action cards. Neonatal HCPs at the Royal Alexandra Hospital were invited to participate. Participants completed a written pre-test (resuscitation of a 24-week infant), then played the board game (starting with a tutorial followed by free playing of three evidence-based neonatal resuscitation scenarios). Afterwards, a post-test with the same resuscitation scenario and an opinion survey was completed. The answers from the pre- and post-test were compared to assess HCPs' knowledge retention.
Results: Thirty HCPs (four doctors, 12 nurses, and 14 respiratory therapist) participated in the study. Overall, we observed a 10% increase in knowledge retention between the pre- and post-test (49–59%, respectively). Temperature management showed the most knowledge gain between the pre- and post-test (14–46%, respectively). Placement of a hat (10–43%), plastic wrap (27–67%), and temperature probe (7–30%) improved between the pre- and post-test.
Conclusion: Knowledge retention increased by 12% between pre- and post-test (49–61%, respectively). The improvement in performance and knowledge supports the use of board game simulations for clinical training.