“Script Killing” immersive teaching improves the competency of emergency medicine residents rotating across departments
Bibliographic Data
| ID | 22086689 |
|---|---|
| Authors | Dalong Zhang (Fifth Affiliated Hospital of Zhengzhou University), Jiankai Gao (Fifth Affiliated Hospital of Zhengzhou University), Xingguo Niu (Fifth Affiliated Hospital of Zhengzhou University), Haoran Si (First Affiliated Hospital of Henan University), Yang Sun (0009-0001-1587-6633, Henan University of Chinese Medicine), Yu Sun (0009-0003-0107-823X, First Affiliated Hospital of Henan University), Mingzhe Li (0009-0005-8522-2597, First Affiliated Hospital of Henan University), Tianyi Yao (First Affiliated Hospital of Henan University), Juhua Tang (Fifth Affiliated Hospital of Zhengzhou University, corresponding author) |
| Year | 2026 |
| Volume | 14 |
| Pages | 1806065-1806065 |
| Publication date | 2026-03-19 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Public Health (JOURNAL) |
| Journal identifiers | ISSN: 2296-2565 • E-ISSN: 2296-2565 |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/fpubh.2026.1806065 |
| PMID | 41938959 |
| OpenAlex | W7138833396 |
| Language | EN |
| References cited | 14 |
Objective To evaluate whether “Script Killing” immersive teaching improves job competency among resident physicians rotating through the emergency department across departments. Methods We conducted a cohort-allocated controlled educational study at Zhengzhou People’s Hospital (November 2024 to March 2025). Thirty-six rotating residents were allocated by cohort to an intervention group ( n = 18; “Script Killing” immersive role-play, also referred to as a murder-mystery game–based scenario teaching) or a control group ( n = 18; traditional teaching). Outcomes included written theoretical assessment, objective structured clinical examination (OSCE), teaching satisfaction, recognition of the teaching process, clinical decision-making indicators (e.g., triage accuracy and reasonableness of emergency management plans), and 3-month knowledge retention. Results After 3 months, the intervention group scored higher than controls in theoretical knowledge (86.82 ± 2.85 vs. 72.45 ± 3.25) and OSCE performance (92.47 ± 3.22 vs. 75.18 ± 4.08) (both p < 0.001). Triage accuracy was higher in the intervention group (94.44% vs. 66.67%, p = 0.034). The reasonableness of management plans was numerically higher but did not reach statistical significance (88.89% vs. 61.11%, p = 0.054). At 3-month follow-up, the intervention group showed better knowledge retention, with smaller declines in theoretical and OSCE scores from baseline ( p < 0.001). Conclusion “Script Killing” immersive teaching was associated with improved examination performance, OSCE skills, and key decision-making behaviors, with higher learner satisfaction and improved knowledge retention among cross-department rotating residents in the emergency department
Cohort · Cohort study · Educational measurement · Emergency department · Objective structured clinical examination · Triage · Workload · Clinical Reasoning and Diagnostic Skills · Disaster Response and Management · Simulation-Based Education in Healthcare
| Highly cited | No |
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