The Effect of Using Appendectomy Surgical Simulation Software (Game-Based) on Self-Efficacy of Undergraduate Students in Operating Room

Document Type : Original Article (s)

Authors

1 MSc Student, Department in of Operating Room AND Student Research Committee, School of Nursing and Midwifery, Isfahan University of Medical Sciences, Isfahan, Iran

2 Fellowship in Laparoscopic Surgery and Obesity, Department of Surgery, School of Medicine, Isfahan University of Medical Sciences, Isfahan, Iran

3 Assistant Professor, Department of Medical Education, School of Medicine AND Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran

4 Assistant Professor, Department of Operating Room, Nursing and Midwifery Care Research Center, School of Nursing and Midwifery Isfahan University of Medical Sciences, Isfahan, Iran

Abstract

Background: The purpose of this study was to investigate the effect of Appendectomy Surgical Simulation software (game-based) on the self-efficacy of undergraduate students in the operating room.Methods: In this single-blind quasi-experimental study, 70 second semester undergraduate students in Isfahan City, Iran, were selected using convenience sampling method. After obtaining satisfaction, they were assigned to intervention and control groups randomly. Simulation software (game-based) and the holding practice and lecture class (routine method) were used in intervention and control groups, respectively. Then, the data were collected using a researcher-administered questionnaire of self-efficacy which validity and reliability were confirmed. Data were then analyzed using SPSS software and descriptive and analytical tests with significance level of less than 0.05.Findings: The average score of self-efficacy in the intervention group (62.97 ± 1.48) was higher than the control group (48.63 ± 2.67), and the difference was statistically significant (P < 0.05). Moreover, there were no significant relationship between demographic characteristics and self-efficacy (P > 0.05).Conclusion: Appendectomy Surgery Simulation software can promote students' self-efficacy. Therefore, it is recommended to be used as a supplementary training method for teaching the operating room students.

Keywords

References

  1. Dehghan Abnavi S, Ghadami A. Investigating the effect of displaying film before craniotomy surgery on self-efficacy and stress in operating room technology students in Isfahan's selected educational hospitals, in 2017. Pharmacophore 2017; 8(6S): e-117336.
  2. Hosseini M, Irajpour A, Hayrabedian A, Khusravi M, Rarani S, Ghadami A. A study of the views of bachelor students in operating room on evaluation of clinical performance using paper logbook, Isfahan University of Medical Sciences. Ann Trop Med Public Health 2017; 10(6): 1668-72.
  3. Cochran A, Elder WB, Crandall M, Brasel K, Hauschild T, Neumayer L. Barriers to advancement in academic surgery: Views of senior residents and early career faculty. Am J Surg 2013; 206(5): 661-6.
  4. Bleakley A, Allard J, Hobbs A. Towards culture change in the operating theatre: embedding a complex educational intervention to improve teamwork climate. Med Teach 2012; 34(9): e635-e640.
  5. Keshavarzi Z, Akbari H, Forouzanian S, Sharifian E. Comparison the students satisfaction of traditional and integrated teaching method in physiology course. Educ Strategy Med Sci 2016; 8(6): 21-7. [In Persian]
  6. Rahimimand M, Abbaspour A. The Relationship between teaching methods (group discussion, questions and answers, scientific demonstrationand lectures) with Student achievement motivation. Educational Psychology 2016; 12(39): 1-24. [In Persian].
  7. Shahbazi S, Sajadi SM, Jolai F. A simulation model for managing the process of implementing projects related to new product development in R&D centers. Iranian Journal of Engineering Education 2017; 19(75): 151-66. [In Persian].
  8. Karimi Monaghi H, Rad M, Bakhshi M. Do the new methods of teaching in medical education have adequate efficacy?: A systematic review. Strides Dev Med Educ 2013; 10(2): 153-62. [In Persin].
  9. Nie Y, Li L, Duan Y, Chen P, Barraclough BH, Zhang M, et al. Patient safety education for undergraduate medical students: a systematic review. BMC Med Educ 2011; 11(1): 33.
  10. Sajadi SA, Farsi Z. Simulation based education. Journal of Education Studies 2014; 3(2): 21-30. [In Persian].
  11. Xiao D, Jakimowicz JJ, Albayrak A, Buzink SN, Botden SM, Goossens RH. Face, content, and construct validity of a novel portable ergonomic simulator for basic laparoscopic skills. J Surg Educ 2014; 71(1): 65-72.
  12. Shea P, Bidjerano T. Learning presence: Towards a theory of self-efficacy, self-regulation, and the development of a communities of inquiry in online and blended learning environments. Comput Educ 2010; 55(4): 1721-31.
  13. Hajloo N, Sobhi N, Rahbar Taramsari M, Haghighatgoo M. Perfectionism and self-efficacy of nurses in Rasht hospitals. Research in Medical Education 2011; 3(1): 42-8. [In Persian].
  14. Pavlas D, Heyne K, Bedwell W, Lazzara E, Salas E. Game-based Learning: The impact of flow state and videogame self-efficacy. Proc Hum Factors Ergon Soc Annu Meet 2010; 54(28): 2398-402.
  15. Dunn KE, Osborne C, Link HJ. Research briefs high-fidelity simulation and nursing student self-efficacy: Does training help the little engines know they can? Nurs Educ Perspect 2014; 35(6): 403-4.
  16. Mohamadirizi S, Bahadoran P, Fahami F, Ehsanpour S. The effect of teaching through demonstration on midwifery student's self-efficacy in delivery management. Iran J Med Educ 2014; 14(4): 282-90. [In Persian].
  17. Shakour M, Haghani F, Shokri T, Bahramian H. The effect of game method on students'satisfaction and achievement in anatomy course. J Isfahan Med Sch 2013; 31(244): 1038-47. [In Persian].
  18. Akhu-Zaheya LM, Gharaibeh MK, Alostaz ZM. Effectiveness of Simulation on knowledge acquisition, knowledge retention, and self-efficacy of nursing students in Jordan. Clin Simul Nurs 2013; 9(9): e335-e342.
  19. Fluharty L, Hayes AS, Milgrom L, Malarney K, Smith D, Reklau MA, et al. A multisite, multi-academic track evaluation of end-of-life simulation for nursing education. Clin Simul Nurs 2012; 8(4): e135-e143.
  20. Zulkosky KD. Simulation use in the classroom: Impact on knowledge acquisition, satisfaction, and self-confidence. Clin Simul Nurs 2012; 8(1): e25-e33.
  21. Megel ME, Black J, Clark L, Carstens P, Jenkins LD, Promes J, et al. Effect of high-fidelity simulation on pediatric nursing students anxiety. Clin Simul Nurs 2012; 8(9): e419-e428.
  22. Roohi G, Asayesh H, Bathai SA, Shouri Bidgoli AR, Badeleh MT, Rahmani H. The relationship between self-efficacy and academic motivation among students of medical sciences. J Med Educ Dev 2013; 8(1): 45-51. [In Persian].
Journal of Isfahan Medical School
Volume 36, Issue 505 - Serial Number 505
November and December 2019
Pages 1415-1420

Files

History

  • Receive Date: 13 August 2018
  • Revise Date: 09 November 2024
  • Accept Date: 06 April 2022

Share

How to cite

Statistics