Applying Immersive and Gamified Learning to Critical Care Education: A Continuous Medical Education Model for Emergency Medicine Postgraduate Trainees

Shamsuriani Md Jamal, Azlan Helmy Abd Samat, Faizal Amri Hamzah, Dazlin Masdiana Sabardin, Mohd Sharifuddin Che Omar

Abstract


Emergency settings demand rapid decision-making, procedural expertise, and teamwork for critically ill patients. Recognizing the limitations of traditional CME, we developed a five-week immersive Critical Care Month for emergency medicine trainees. The program integrated didactic lectures, scenario-based procedural stations, digital quizzes, and a gamified escape-room challenge. Weekly modules covered core critical care, including domains such as ventilation. Point of care ultrasound, critical procedures, and electrocardiography interpretation. Procedural training featured self-constructed phantom. The final week’s gamified challenge reinforced clinical reasoning under pressure. Thirty trainers completed evaluation feedback, which showed high satisfaction with the content's relevance (mean: 4.63 ± 0.81), session engagement (4.6 ± 0.81), and improvement in clinical understanding (mean: 4.51 ± 0.81). Learners endorsed program repetition, reporting increased confidence and enthusiasm. This study highlights immersive, multimodal CME's effectiveness, feasibility, and low-cost, scalable, replicable model for postgraduate training


Keywords


active learning, critical care, emergency medicine, gamified challenge, immersive

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