Medical Student Evaluation With a Serious Game Compared to Multiple Choice Questions Assessment

Adjedj, Julien; Ducrocq, Grégory; Bouleti, Claire; Reinhart, Louise; Fabbro, Eleonora; Elbez, Yedid; Fischer, Quentin; Tesnière, Antoine; Feldman, Laurent J.; Varenne, Olivier

doi:10.2196/games.7033

Cited by 20 publications

(15 citation statements)

References 12 publications

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“…Serious games are games developed and intended to provide playful learning experiences, which can be transferable to or applicable in real-life settings [ 9 ]. Serious games are often more effective compared with regular health care educational interventions [ 10 ] or assessments [ 11 ]. However, there is a lack of effect studies [ 12 ] and assessment [ 13 ] of good quality on serious games.…”

Section: Introductionmentioning

confidence: 99%

A Web-Based Serious Game on Delirium as an Educational Intervention for Medical Students: Randomized Controlled Trial

Buijs-Spanjers¹,

Hegge²,

Jansen³

et al. 2018

JMIR Serious Games

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BackgroundAdequate delirium recognition and management are important to reduce the incidence and severity of delirium. To improve delirium recognition and management, training of medical staff and students is needed.ObjectiveIn this study, we aimed to gain insight into whether the serious game, Delirium Experience, is suited as an educational intervention.MethodsWe conducted a three-arm randomized controlled trial. We enrolled 156 students in the third year of their Bachelor of Medical Sciences degree at the University Medical Centre Groningen. The Game group of this study played Delirium Experience. The Control D group watched a video with explanations on delirium and a patient’s experience of delirious episodes. The Control A group watched a video on healthy aging. To investigate students’ skills, we used a video of a delirious patient for which students had to give care recommendations and complete the Delirium Observations Screening Scale and Delirium Rating Scale R-98. Furthermore, students completed the Delirium Attitude Scale, the Learning Motivation and Engagement Questionnaire, and self-reported knowledge on delirium.ResultsIn total, 156 students participated in this study (Game group, n=51; Control D group, n=51; Control A group, n=55). The Game group scored higher with a median (interquartile range) of 6 (4-8) for given recommendations and learning motivation and engagement compared with the Control D (1, 1-4) and A (0, 0-3) groups (P<.001). Furthermore, the Game group scored higher (7, 6-8) on self-reported knowledge compared with the Control A group (6, 5-6; P<.001). We did not find differences between the groups regarding delirium screening (P=.07) and rating (P=.45) skills or attitude toward delirious patients (P=.55).ConclusionsThe serious game, Delirium Experience, is suitable as an educational intervention to teach delirium care to medical students and has added value in addition to a lecture.

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Section: Introductionmentioning

confidence: 99%

A Web-Based Serious Game on Delirium as an Educational Intervention for Medical Students: Randomized Controlled Trial

Buijs-Spanjers¹,

Hegge²,

Jansen³

et al. 2018

JMIR Serious Games

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“…Contextualizing our results within the medical literature is limited by the paucity of data on the comparison of SG with other assessment modalities. To our knowledge, only the study by Adjedj et al [ 15 ] compared the SG and MCQ modalities for the evaluation of medical students, on a clinical case of cardiology. They found greater variability in the scores obtained on the SG than in the scores obtained on the MCQ and concluded that SG had the potential to better rank students [ 15 ].…”

Section: Discussionmentioning

confidence: 99%

“…To our knowledge, only the study by Adjedj et al [ 15 ] compared the SG and MCQ modalities for the evaluation of medical students, on a clinical case of cardiology. They found greater variability in the scores obtained on the SG than in the scores obtained on the MCQ and concluded that SG had the potential to better rank students [ 15 ]. However, because their study did not use a gold standard as ours did, they were unable to determine which of the two assessment modalities was more relevant for evaluating students.…”

Section: Discussionmentioning

confidence: 99%

“…SGs have become increasingly popular in the training of health professionals in recent years, and their educational effectiveness has been confirmed by several studies [ 8 , 13 , 14 ]. However, they have been poorly evaluated as an assessment tool for medical students [ 15 ]. Similar to MCQs, SGs offer a standardized assessment that can be given simultaneously on a large scale and inexpensive, automated, and objective correction.…”

Section: Introductionmentioning

confidence: 99%

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Simulation Game Versus Multiple Choice Questionnaire to Assess the Clinical Competence of Medical Students: Prospective Sequential Trial

Fonteneau¹,

Billion²,

Abdoul³

et al. 2020

J Med Internet Res

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Background The use of simulation games (SG) to assess the clinical competence of medical students has been poorly studied. Objective The objective of this study was to assess whether an SG better reflects the clinical competence of medical students than a multiple choice questionnaire (MCQ). Methods Fifth-year medical students in Paris (France) were included and individually evaluated on a case of pediatric asthma exacerbation using three successive modalities: high-fidelity simulation (HFS), considered the gold standard for the evaluation of clinical competence, the SG Effic’Asthme, and an MCQ designed for the study. The primary endpoint was the median kappa coefficient evaluating the correlation of the actions performed by the students between the SG and HFS modalities and the MCQ and HFS modalities. Student satisfaction was also evaluated. Results Forty-two students were included. The actions performed by the students were more reproducible between the SG and HFS modalities than between the MCQ and HFS modalities (P=.04). Students reported significantly higher satisfaction with the SG (P<.01) than with the MCQ modality. Conclusions The SG Effic’Asthme better reflected the actions performed by medical students during an HFS session than an MCQ on the same asthma exacerbation case. Because SGs allow the assessment of more dimensions of clinical competence than MCQs, they are particularly appropriate for the assessment of medical students on situations involving symptom recognition, prioritization of decisions, and technical skills. Trial Registration ClinicalTrials.gov NCT03884114; https://clinicaltrials.gov/ct2/show/NCT03884114

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“…These students, with no experience in interventional cardiology, were directly involved in their learning thanks to the simulator and drawn into the game , making transmission of medical knowledge and skills easier. Previous studies showed that a playful environment, such as a video game, encourages student’s participation and improves retention and satisfaction rate [ 12 ].…”

Section: Discussionmentioning

confidence: 99%

Use of Simulator-Based Teaching to Improve Medical Students’ Knowledge and Competencies: Randomized Controlled Trial

et al. 2018

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BackgroundSimulator-based teaching for coronary angiography (CA) is an attractive educational tool for medical students to improve their knowledge and skills. Its pedagogical impact has not been fully evaluated yet.ObjectiveThe aim of this study was to compare traditional face-to-face teaching with a simulator-based teaching for the acquisition of coronary anatomy knowledge and CAs interpretation.MethodsA total of 118 medical school students in their fourth to sixth year were prospectively randomized in 2 groups: (1) a control teaching group (n=59, CONT group) and (2) a simulator group (using the Mentice VIST-Lab CA simulator; n=59, SIM group). The CONT group received a PowerPoint-based course, whereas the SIM group received a simulator-based course including the same information. After the course, all students were evaluated by 40 multiple choice questions (maximum of 100 points), including questions on coronary anatomy (part 1), angiographic projections (part 2), and real CAs interpretation (part 3). Satisfaction of the students was also evaluated by a simple questionnaire.ResultsStudent characteristics were identical in both the groups: 62/118 (52.5%) were female and age was 22.6 (SD 1.4) years. Moreover, 35.6% (42/118) were in their fourth year, 35.6% (42/118) were in the fifth year, and 28.8% (34/118) in the sixth year. During the evaluation, SIM students had higher global scores compared with CONT students, irrespective of their year of medical school (59.5 [SD 10.8] points vs 43.7 [SD 11.3] points, P<.001). The same observations were noted for each part of the test (36.9 [SD 6.6] points vs 29.6 [SD 6.9] points, P<.001; 5.9 [SD 3.0] points vs 3.1 [SD 2.8] points, P<.001; and 16.8 [SD 6.9] points vs 10.9 [SD 6.5] points, P<.001; for parts 1, 2, and 3, respectively). Student satisfaction was higher in the SIM group compared with the CONT group (98% vs 75%, P<.001).ConclusionsThis study suggests that simulator-based teaching could potentially improve students’ knowledge of coronary anatomy, angiography projections, and interpretation of real clinical cases, suggesting better clinical skills. These results should encourage further evaluation of simulator-based teaching in other medical specialties and how they can translate into clinical practice.

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Medical Student Evaluation With a Serious Game Compared to Multiple Choice Questions Assessment

Cited by 20 publications

References 12 publications

A Web-Based Serious Game on Delirium as an Educational Intervention for Medical Students: Randomized Controlled Trial

A Web-Based Serious Game on Delirium as an Educational Intervention for Medical Students: Randomized Controlled Trial

Simulation Game Versus Multiple Choice Questionnaire to Assess the Clinical Competence of Medical Students: Prospective Sequential Trial

Use of Simulator-Based Teaching to Improve Medical Students’ Knowledge and Competencies: Randomized Controlled Trial

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