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6ER-029 Development of a ludo-pedagogic training programme for the management of a robotised system for cytotoxic compounding
  1. A Garnier1,2,
  2. P Bonnabry1,2,
  3. L Bouchoud1
  1. 1Geneva University Hospitals, Pharmacy, Geneva, Switzerland
  2. 2Institute of Pharmaceutical Sciences of Western Switzerland, School of Pharmaceutical Sciences, Geneva, Switzerland


Background and importance A robotised system was acquired to automate part of the chemotherapy production. Continuous training of operators is a challenge and we observed an increase of disparity in operators’ knowledge over time. Less trained operators became reluctant to use the system.

Aim and objectives To create a short, playful, standardised and sustainable training on the robot and to evaluate its impact on our operators.

Material and methods The Kern cycle was used to set up the training created with LearningDesigner software. Participants answered a survey on their knowledge about technology. Knowledge about the robot was assessed by a 0-to-24 scale questionnaire. Operators were classified as mentor or apprentice. Motivation and confidence were recorded on 0-to-100 scales. These three criteria were also assessed after the training and after 6 months. Satisfaction was collected on a six-point Likert scale.

Results Three games were created for a 1 hour 30 min training with pairs of players. (1) Game ‘knowing the manufacturing steps’: the 16 steps of the process were printed on cards to put back in the right order. (2) Game ‘knowing the criteria for using a molecule with the robot’: fake Pokémon cards presenting a molecule and its specificities (stability, viscosity, usual dosage, etc.) were created. Teams should guess if the molecule can be used with the robot and why. (3) Game ‘knowing how to handle errors during production’: inspired by the ‘Who Wants to Be a Millionaire?’ TV show. Four answers were suggested, issued from real-life problems. A debriefing followed every game. Seven mentor/apprentice teams participated. Participants strongly agreed that objectives, structure and subject were appropriate (80%), playful and interactive (83%). Table a presents the results (p is for before/after or before/6 months. ns, non-significant).

Conclusion and relevance For this complex tool, we created a short and playful training appreciated by operators. We showed an improvement of knowledge with a remembrance until 6 months. Confidence and motivation slightly decreased over time, highlighting the importance of adding a coaching during daily practice.

Conflict of interest No conflict of interest

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