Game-based versus traditional case-based learning Comparing effectiveness in stroke continuing medical education

To evaluate family physicians' enjoyment of and knowledge gained from game-based learning, compared with traditional case-based learning, in a continuing medical education (CME) event on stroke prevention and management. An equivalence trial to determine if game-based learning was as effective...

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Bibliographic Details
Published in:	Canadian family physician Vol. 56; no. 9; pp. e345 - e351
Main Authors:	Deanna Telner, Maja Bujas-Bobanovic, David Chan, Bob Chester, Bernard Marlow, James Meuser, Arthur Rothman, Bart Harvey
Format:	Journal Article
Language:	English
Published:	Canada The College of Family Physicians of Canada 01-09-2010 College of Family Physicians of Canada
Subjects:	Case-Control Studies Clinical Competence Education, Medical, Continuing Educational Measurement Family Practice - education Female Games, Experimental Humans Male Ontario Problem-Based Learning - methods Program Evaluation Staff Development Stroke - prevention & control Stroke - therapy Surveys and Questionnaires Ontario
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Summary:	To evaluate family physicians' enjoyment of and knowledge gained from game-based learning, compared with traditional case-based learning, in a continuing medical education (CME) event on stroke prevention and management. An equivalence trial to determine if game-based learning was as effective as case-based learning in terms of attained knowledge levels. Game questions and small group cases were developed. Participants were randomized to either a game-based or a case-based group and took part in the event. Ontario provincial family medicine conference. Thirty-two family physicians and 3 senior family medicine residents attending the conference. Participation in either a game-based or a case-based CME learning group. Scores on 40-item immediate and 3-month posttests of knowledge and a satisfaction survey. Results from knowledge testing immediately after the event and 3 months later showed no significant difference in scoring between groups. Participants in the game-based group reported higher levels of satisfaction with the learning experience. Games provide a novel way of organizing CME events. They might provide more group interaction and discussion, as well as improve recruitment to CME events. They might also provide a forum for interdisciplinary CME. Using games in future CME events appears to be a promising approach to facilitate participant learning.
Bibliography:	ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 23
ISSN:	0008-350X 1715-5258