The “Neurospeed” game: a fun tool to learn the neurological semiology

Abstract

Background Neurological semiology is often considered by medical students as particularly difficult to learn. Finding alternative teaching methods may improve students’ motivation and understanding of this field. Methods We developed the “Neurospeed”, a game to learn neurological syndromes. We assessed its efficiency on short-term learning of neurological syndromes in third-year medical students, through Multiple Choice Questions (MCQs) before and after the game session. Students’ satisfaction was evaluated by a satisfaction survey. Results Out of the 199 third-year medical students of the Faculty of Medicine Sorbonne Paris Nord, 180 attended the Neurospeed in December 2020, and 148 answered 20 Multiple Choice Questions before and after the game, with significant improvement of their score (p < 0.001). Most of the participants agreed that the game was playful, stimulating, and helpful to learn neurological semiology. Conclusions Overall, our results show that the Neurospeed game is an interesting tool as a complement to traditional lectures. Further studies are necessary to compare the efficacy of different types of serious games on short-term and long-term learning of neurological semiology.

Neurological semiology learning and technological-digital perspectives: a scoping review

“…The study of neurology, which includes neurological semiology, has always been a challenge for students, as this subject is dense and involves complex structures and concepts. (10) The term neurophobia, which describes the fear of some students in this fi eld of medicine, helps to illustrate it. (3,10) Moreover, this phenomenon may be rela-ted to pedagogical defi cits, since traditional teaching lacks practical integration and clinical appeal to students.…”

“…(10) The term neurophobia, which describes the fear of some students in this fi eld of medicine, helps to illustrate it. (3,10) Moreover, this phenomenon may be rela-ted to pedagogical defi cits, since traditional teaching lacks practical integration and clinical appeal to students. (3) Furthermore, the workload of practical activities does not allow students to have contact with all the main pathologies as well as their semiological manifestations, which characterizes another limitation of the traditional teaching model.…”

Tutorless board game as an alternative to tabletop exercise for disaster response training: perception of interaction engagement and behavioral intention

“…This suggests that the tutorless “SMARTriage” board game can be as good as tabletop exercise in fostering deep engagement. Previous studies had also shown that gamified learning can be a fun and feasible alternative to foster deep discussion [ 20 , 21 ] to complement conventional teachings [ 22 , 23 ].…”

Desenvolvimento de um mobile serious game para apoio ao ensino de Semiologia Neurológica

“…Já [Zeidan et al 2022] desenvolveram o jogo Neurospeed, um jogo para aprender sobre síndromes neurológicas. O jogo contém 78 cartas, que representam um sinal ou sintoma neurológico.…”

“…A Semiologia Neurológica é um assunto denso e desafiador para estudantes, uma vez que contempla o estudo de estruturas e conceitos complexos na área da Neurologia [Gupta et al 2017]. Essa dificuldade de assimilar o conteúdo pode estar relacionado a dinâmicas pedagógicas, já que o ensino tradicional, baseado em aulas expositivas, carece de integrac ¸ão prática e apelo clínico ao aluno [Zeidan et al 2022].…”