Comparison of Three Methods for START Triage Training in Paramedic Students: Traditional, Role-Play, and Web-Based Games

Abstract

Background: This study aimed to evaluate the effectiveness of three different instructional strategies—traditional lectures, role-play simulations, and web-based games—on improving START (Simple Triage and Rapid Treatment) triage knowledge among paramedic students. Methods: An experimental study was conducted with 48 first-year students enrolled in a health-related education program, all of whom had no prior training in START triage. Participants were randomly assigned into three equal groups (n=16) and received instruction via (1) traditional slide-based lectures, (2) scenario-based role-play activities, or (3) a web-based simulation game known as “60 Seconds to Survival.” Each group was instructed by qualified trainers using a standardized protocol. A 10-item multiple-choice test was administered both before and after the training to assess knowledge acquisition. Data were analyzed using SPSS version 26.0. The Wilcoxon signed-rank test was used to analyze within-group differences, while the Kruskal-Wallis test was used for between-group comparisons. Results: All instructional methods led to a statistically significant improvement in students’ START triage knowledge (p<0.05). However, no statistically significant difference was found between the three groups in terms of knowledge gain (p>0.05). Demographic variables such as age, gender, screen time, gaming habits, and previous participation in similar trainings did not significantly influence the extent of knowledge improvement. These findings suggest that all three methods are comparably effective in achieving short-term educational goals in triage training. Conclusions: Traditional lectures, role-play simulations, and web-based gaming are equally effective methods for teaching START triage to paramedic students in the short term. Although each method has unique pedagogical strengths, none showed superior performance in terms of knowledge acquisition. Further studies are needed to examine long-term retention, practical skill application, and student engagement across different teaching modalities. A multimodal and flexible educational approach is recommended to enhance preparedness in emergency medical training.

Keywords

• Disaster Medicine
• Paramedic
• Role Playing
• Triage
• Web-Based Learning

Paramedik Öğrencilerinde START Triyaj Eğitimi İçin Üç Yöntemin Karşılaştırılması: Geleneksel, Rol Yapma ve Web Tabanlı Oyun

Abstract

Amaç: Bu çalışmanın amacı, paramedik öğrencilerine verilen START (Simple Triage and Rapid Treatment) triyaj eğitiminin bilgi düzeyine etkisini; geleneksel anlatım, rol yapma ve web tabanlı oyun olmak üzere üç farklı öğretim yöntemi üzerinden karşılaştırmaktır. Gereç ve Yöntem: Deneysel desenle yürütülen bu araştırmaya, bir sağlık eğitimi programında öğrenim gören ve daha önce START triyaj eğitimi almamış 48 birinci sınıf öğrencisi dahil edilmiştir. Katılımcılar, basit rastgele örnekleme ile üç eşit gruba ayrılmıştır (n=16): geleneksel sunum temelli eğitim, senaryoya dayalı rol yapma yöntemi ve ekran tabanlı simülasyon oyunu (“60 Seconds to Survival”) ile gerçekleştirilen web tabanlı eğitim. Eğitimlerin tamamı deneyimli eğitmenlerce yürütülmüş; her grubun eğitim öncesi ve sonrası 10 soruluk çoktan seçmeli bir bilgi testi uygulanmıştır. Veriler SPSS 26.0 ile analiz edilmiş, grup içi farklar Wilcoxon testi ile, gruplar arası farklar Kruskal-Wallis testi ile değerlendirilmiştir. Bulgular: Üç öğretim yöntemi de katılımcıların START triyaj bilgi düzeyinde istatistiksel olarak anlamlı artış sağlamıştır (p<0.05). Ancak yöntemler arasında bilgi düzeyi artışı bakımından anlamlı bir farklılık saptanmamıştır (p>0.05). Ayrıca yaş, cinsiyet, günlük ekran süresi, dijital oyun alışkanlıkları ve daha önce benzer eğitimlere katılım gibi demografik değişkenlerle bilgi kazanımı arasında anlamlı bir ilişki gözlenmemiştir. Bu sonuçlar, her üç yöntemin kısa vadeli bilgi kazandırma açısından eşdeğer etkili olduğunu göstermektedir. Sonuç: Paramedik öğrencilerine yönelik START triyaj eğitimi için geleneksel, rol yapma ve web tabanlı oyun yöntemlerinin tamamı benzer düzeyde bilgi artışı sağlamaktadır. Eğitimin kısa vadede etkili olduğu görülmekle birlikte, uzun vadeli bilgi kalıcılığı ve beceriye dayalı performans henüz değerlendirilmemiştir. Gelecek araştırmalarda daha geniş ve çeşitli örneklemlerle uzun dönem etkilerin, öğrenme motivasyonunun ve gerçek vaka senaryolarındaki uygulama başarısının değerlendirilmesi önerilmektedir.

Keywords

• Afet tıbbı
• Paramedik
• Rol-Play Yöntemi
• Web Tabanlı Öğrenme
• Triyaj

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