Prehospital professionals such as emergency physicians or paramedics must be able to choose and adequately don and doff personal protective equipment (PPE) in order to avoid COVID-19 infection. Our aim was to evaluate the impact of a gamified e-learning module on adequacy of PPE in student paramedics. This was a web-based, randomized 1:1, parallel-group, triple-blind controlled trial. Student paramedics from three Swiss schools were invited to participate. They were informed they would be presented with both an e-learning module and an abridged version of the current regional prehospital COVID-19 guidelines, albeit not in which order. After a set of 22 questions designed to assess baseline knowledge, the control group was shown the guidelines before answering a set of 14 post-intervention questions. The e-learning group was shown the gamified e-learning module right after the guidelines, and before answering post-intervention questions. The primary outcome was the difference in the percentage of adequate choices of PPE before and after the intervention. The participation rate was of 71% (98/138). A total of 90 answer sets was analyzed. Adequate choice of PPE increased significantly both in the control (50% [33;83] vs 25% [25;50], P = .013) and in the e-learning group (67% [50;83] vs 25% [25;50], P = .001) following the intervention. Though the median of the difference was higher in the e-learning group, there was no statistically significant superiority over the control (33% [0;58] vs 17% [− 17;42], P = .087). The e-learning module was of greatest benefit in the subgroup of student paramedics who were actively working in an ambulance company (42% [8;58] vs 25% [− 17;42], P = 0.021). There was no significant effect in student paramedics who were not actively working in an ambulance service (0% [− 25;33] vs 17% [− 8;50], P = .584). The use of a gamified e-learning module increases the rate of adequate choice of PPE only among student paramedics actively working in an ambulance service. In this subgroup, combining this teaching modality with other interventions might help spare PPE and efficiently protect against COVID-19 infection.

中文翻译：

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电子学习模块对学生护理人员个人防护设备知识的影响：随机对照试验

院前专业人员（例如急诊医生或护理人员）必须能够选择并充分穿脱个人防护设备（PPE），以避免感染COVID-19。我们的目的是评估游戏化的在线学习模块对学生护理人员中PPE充足性的影响。这是一项基于网络的，随机1：1，平行组，三盲对照试验。来自三所瑞士学校的学生护理人员被邀请参加。他们被告知将为他们提供电子学习模块和当前区域性院前COVID-19指南的精简版，尽管顺序不一。在设计了旨在评估基准知识的22个问题后，向对照组显示了指导原则，然后回答了14个干预后问题。在指导方针之后和回答干预后的问题之前，向电子学习小组显示了游戏化的电子学习模块。主要成果是在之前和之后的干预PPE的充分选择的百分比之差。参与率为71％（98/138）。总共分析了90个答案集。PPE的适当选择在控制显著既增加（50％[33; 83]和25％[25; 50]，P = 0.013）和电子学习组中（67％[50; 83]和25％ [25; 50]，P = 0.001）。尽管在线学习组中差异的中位数较高，但在统计学上没有优于对照组的优势（33％[0; 58]对17％[− 17; 42]，P = .087）。电子学习模块对在救护车公司中积极工作的学生护理人员亚组具有最大的益处（42％[8; 58]对25％[− 17; 42]，P = 0.021）。没有积极参与救护车服务的学生护理人员没有显着影响（0％[− 25; 33]比17％[− 8; 50]，P = .584）。使用游戏化的电子学习模块的增加只是其中学生医护人员在救护车的服务积极工作PPE足够的选择率。在该亚组中，将这种教学方式与其他干预措施结合起来可以帮助节省PPE并有效地预防COVID-19感染。使用游戏化的电子学习模块的增加只是其中学生医护人员在救护车的服务积极工作PPE足够的选择率。在该亚组中，将这种教学方式与其他干预措施结合起来可以帮助节省PPE并有效地预防COVID-19感染。使用游戏化的电子学习模块的增加只是其中学生医护人员在救护车的服务积极工作PPE足够的选择率。在该亚组中，将这种教学方式与其他干预措施结合起来可以帮助节省PPE并有效地预防COVID-19感染。