Development and Evaluation of a New Serious Game for Continuing Medical Education of General Practitioners (Hygie): Double-Blinded Randomized Controlled Trial

Abstract

Background Continuing medical education is important but time-consuming for general practitioners (GPs). Current learning approaches are limited and lack the ability to engage some practitioners. Serious games are new learning approaches that use video games as engaging teaching material. They have significant advantages in terms of efficiency and dissemination. Objective The aim of this study was to create a serious game and to evaluate it in terms of effectiveness and satisfaction, comparing it with a traditional method of continuing education—article reading. Methods We produced a prototype video game called Hygie on the 5 most common reasons of consultation in general practice using 9 articles from independent evidence-based medicine journals (reviews from Prescrire and Minerva). We created 51 clinical cases. We then conducted a double-blinded randomized trial comparing the learning provided by a week of access to the game versus source articles. Participants were GPs involved as resident supervisors in 14 French university departments of family practice, recruited by email. Primary outcomes were (1) mean final knowledge score completed 3 to 5 weeks after the end of the intervention and (2) mean difference between knowledge pretest (before intervention) and posttest (3 to 5 weeks after intervention) scores, both scaled on 10 points. Secondary outcomes were transfer of knowledge learned to practice, satisfaction, and time spent playing. Results A total of 269 GPs agreed to participate in the study. Characteristics of participants were similar between learning groups. There was no difference between groups on the mean score of the final knowledge test, with scores of 4.9 (95% CI 4.6-5.2) in the Hygie group and 4.6 (95% CI 4.2-4.9) in the reading group (P=.21). There was a mean difference score between knowledge pre- and posttests, with significantly superior performance for Hygie (mean gain of 1.6 in the Hygie group and 0.9 in the reading group; P=.02), demonstrating a more efficient and persistent learning with Hygie. The rate of participants that reported to have used the knowledge they learned through the teaching material was significantly superior in the Hygie group: 77% (47/61) in the Hygie group and 53% (25/47) in the reading group; odds ratio 2.9, 95% CI 1.2-7.4. Moreover, 87% of the opinions were favorable, indicating that Hygie is of interest for updating medical knowledge. Qualitative data showed that learners enjoyed Hygie especially for its playful, interactive, and stimulating aspects. Conclusions We conclude that Hygie can diversify the offering for continuing education for GPs in an effective, pleasant, and evidence-based way. Trial Registration ClinicalTrials.gov NCT03486275; https://clinicaltrials.gov/ct2/show/NCT03486275

Involvement of End Users in the Development of Serious Games for Health Care Professions Education: Systematic Descriptive Review

“…The number of end users involved was reported for 9 of the 21 SGs (43%) and ranged from 12 to 36, with a median of 27 (IQR: 16) [21][22][23][24][25][26][27][28][29]. For 3/21 SGs (14%), the number of end users was defined by convenience: all readily accessible individuals were approached, and those who agreed to participate were enrolled [21,23,26].…”

“…For 3/21 SGs (14%), the number of end users was defined by convenience: all readily accessible individuals were approached, and those who agreed to participate were enrolled [21,23,26]. No justification was found for the number of end users involved in the remaining 6/21 SGs (29%) [22,24,25,[27][28][29].…”

“…We identified the role given to end users in the development process of 17/21 SGs (81%) [21][22][23][24][25][26][27][28][29][30][31][32][33][34][35][36][37]. Table 2 reports the end users' roles in SG development and the methods used to elicit their input.…”

“…Elements for which end-user input was elicited were reported for 15/21 SGs (71%) [21][22][23][24][25][26][28][29][30][31][34][35][36][37]39]. Researchers also stated that they modified 10 of the 21 SGs (48%) according to end-user input [23][24][25]27,30,[33][34][35]37,39]; however, they detailed the modifications for only 5 SGs (24%) [24,25,27,35,39]. Table 3 Modifications made to the serious game Aspects for which input was elicited References Value, n (%) Serious game design element More emphasis on visual cues in the virtual environment, reduction of the written material on the screen, addition of highlights and shadows to facilitate visualization of the cursor, and correction of technical glitches Instructions for interacting with the serious game, interface clarity, and ease of use…”

Joguei, e agora? Reflexões acerca do potencial de contribuição dos Jogos Sérios no desenvolvimento de competências individuais nas organizações

“…Uma das alternativas para enfrentar essa dificuldade é o emprego de instrumentos de gamificação e de jogos sérios nos processos de treinamento e desenvolvimento organizacional. Essas estratégias têm sido reconhecidas como uma contribuição para o desenvolvimento dos profissionais, particularmente no que diz respeito ao desenvolvimento de conhecimentos, habilidades e atitudes, ou seja, elementos mobilizados que compõem as competências (Allal-Chérif, Bidan & Makhlouf, 2016;El Idrissi, Chemsi, El Kababi & Radid, 2022;Gurbuz & Celik, 2022;Jaunay et al, 2019;Le Boterf, 1995;Mason & Loader, 2019;Michael & Chen, 2006;Miguel, Lage & Galindez, 2020;Ypsilanti, Vivas, Räisänen, Viitala, Ijäs & Ropes, 2014). Por isso, a gamificação e os jogos sérios têm sido considerados ferramentas relevantes para programas de treinamento e desenvolvimento, especialmente em áreas sensíveis, como a interação homem-computador (Armstrong, Landers & Collmus, 2016;Armstrong & Landers, 2018;Deterding, 2018;Landers, 2018;van Bree, 2014).…”