Serious games vs. traditional tutorials in the pandemic: a randomised controlled trial
The COVID-19 pandemic necessitated the transition to online medical education. This study evaluated the efficacy of online case-based tutorials using a serious game tutorial [PlayMed™ (PM)], as compared to a traditional slideshow tutorial (TT). We performed a prospective, mixed-methods, randomised c...
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Published in | Frontiers in medicine Vol. 11; p. 1424024 |
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Abstract | The COVID-19 pandemic necessitated the transition to online medical education. This study evaluated the efficacy of online case-based tutorials using a serious game tutorial [PlayMed™ (PM)], as compared to a traditional slideshow tutorial (TT).
We performed a prospective, mixed-methods, randomised controlled trial on undergraduate medical students during the COVID-19 pandemic, from May 2020 to January 2021. Students were block randomised into the PM or TT groups. Tutors conducted online teaching on bronchiolitis and gastroenteritis cases using PM or TT to facilitate the presentation. Educational experience was assessed using a continuous interval scale (0-100; with pre-defined categories) and free text responses. Immediate and long-term knowledge acquisition was assessed using 6 multiple-choice questions (MCQ) for each case (total of 12 MCQ). A modified intention-to-treat mixed methods and a sensitivity per-protocol analysis were performed to compare outcomes between PM and TT groups.
In total, 80 PM and 73 TT participants attended at least one tutorial. Sixty-five (81%) PM and 52 (71%) TT participants completed at least one survey and were included for analysis. PlayMed™ students had an increased likelihood of completing the surveys, which included the MCQ [odds ratio (95% CI) of 2.4 (1.6-3.8),
< 0.00006]. Regarding the immediate reactions post bronchiolitis and gastroenteritis cases, several responses were significantly more positive in the PM group compared to the TT group; e.g. 'The learning activity was engaging' [medium effect size:
(95% CI) = 0.58 (0.32-0.85),
< 0.0001]. Higher proportions of participants in the PM group reported feeling safe in the gastroenteritis and bronchiolitis tutorials (96 and 89%), compared to the TT group (76 and 74%). PlayMed™ participants significantly outperformed TT participants on the bronchiolitis MCQs done immediately post tutorial, 4.1 (1.0) vs. 3.5 (1.0), respectively,
= 0.004 [medium effect size:
(95% CI) = 0.54 (0.16-0.91)].
This study demonstrates the utility of a serious game (PlayMed™) as an online teaching tool for medical education. Students exposed to PM demonstrated superior engagement and feelings of safety. Utilisation of serious games may also facilitate knowledge acquisition, at least in the short term. |
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AbstractList | The COVID-19 pandemic necessitated the transition to online medical education. This study evaluated the efficacy of online case-based tutorials using a serious game tutorial [PlayMed™ (PM)], as compared to a traditional slideshow tutorial (TT).
We performed a prospective, mixed-methods, randomised controlled trial on undergraduate medical students during the COVID-19 pandemic, from May 2020 to January 2021. Students were block randomised into the PM or TT groups. Tutors conducted online teaching on bronchiolitis and gastroenteritis cases using PM or TT to facilitate the presentation. Educational experience was assessed using a continuous interval scale (0-100; with pre-defined categories) and free text responses. Immediate and long-term knowledge acquisition was assessed using 6 multiple-choice questions (MCQ) for each case (total of 12 MCQ). A modified intention-to-treat mixed methods and a sensitivity per-protocol analysis were performed to compare outcomes between PM and TT groups.
In total, 80 PM and 73 TT participants attended at least one tutorial. Sixty-five (81%) PM and 52 (71%) TT participants completed at least one survey and were included for analysis. PlayMed™ students had an increased likelihood of completing the surveys, which included the MCQ [odds ratio (95% CI) of 2.4 (1.6-3.8),
< 0.00006]. Regarding the immediate reactions post bronchiolitis and gastroenteritis cases, several responses were significantly more positive in the PM group compared to the TT group; e.g. 'The learning activity was engaging' [medium effect size:
(95% CI) = 0.58 (0.32-0.85),
< 0.0001]. Higher proportions of participants in the PM group reported feeling safe in the gastroenteritis and bronchiolitis tutorials (96 and 89%), compared to the TT group (76 and 74%). PlayMed™ participants significantly outperformed TT participants on the bronchiolitis MCQs done immediately post tutorial, 4.1 (1.0) vs. 3.5 (1.0), respectively,
= 0.004 [medium effect size:
(95% CI) = 0.54 (0.16-0.91)].
This study demonstrates the utility of a serious game (PlayMed™) as an online teaching tool for medical education. Students exposed to PM demonstrated superior engagement and feelings of safety. Utilisation of serious games may also facilitate knowledge acquisition, at least in the short term. Background and aimThe COVID-19 pandemic necessitated the transition to online medical education. This study evaluated the efficacy of online case-based tutorials using a serious game tutorial [PlayMed™ (PM)], as compared to a traditional slideshow tutorial (TT).MethodsWe performed a prospective, mixed-methods, randomised controlled trial on undergraduate medical students during the COVID-19 pandemic, from May 2020 to January 2021. Students were block randomised into the PM or TT groups. Tutors conducted online teaching on bronchiolitis and gastroenteritis cases using PM or TT to facilitate the presentation. Educational experience was assessed using a continuous interval scale (0–100; with pre-defined categories) and free text responses. Immediate and long-term knowledge acquisition was assessed using 6 multiple-choice questions (MCQ) for each case (total of 12 MCQ). A modified intention-to-treat mixed methods and a sensitivity per-protocol analysis were performed to compare outcomes between PM and TT groups.ResultsIn total, 80 PM and 73 TT participants attended at least one tutorial. Sixty-five (81%) PM and 52 (71%) TT participants completed at least one survey and were included for analysis. PlayMed™ students had an increased likelihood of completing the surveys, which included the MCQ [odds ratio (95% CI) of 2.4 (1.6–3.8), p < 0.00006]. Regarding the immediate reactions post bronchiolitis and gastroenteritis cases, several responses were significantly more positive in the PM group compared to the TT group; e.g. ‘The learning activity was engaging’ [medium effect size: d (95% CI) = 0.58 (0.32–0.85), p < 0.0001]. Higher proportions of participants in the PM group reported feeling safe in the gastroenteritis and bronchiolitis tutorials (96 and 89%), compared to the TT group (76 and 74%). PlayMed™ participants significantly outperformed TT participants on the bronchiolitis MCQs done immediately post tutorial, 4.1 (1.0) vs. 3.5 (1.0), respectively, p = 0.004 [medium effect size: d (95% CI) = 0.54 (0.16–0.91)].ConclusionThis study demonstrates the utility of a serious game (PlayMed™) as an online teaching tool for medical education. Students exposed to PM demonstrated superior engagement and feelings of safety. Utilisation of serious games may also facilitate knowledge acquisition, at least in the short term. |
Author | Coffey, Michael J Sitaram, Neela Dobrescu, Isabella Tan, Su Min Joyce Motta, Alberto Blazek, Katrina Chuang, Sandra Ooi, Chee Y |
AuthorAffiliation | 3 Department of Gastroenterology, Sydney Children’s Hospital , Randwick, NSW , Australia 1 Department of General Paediatrics, Sydney Children’s Hospital , Sydney, NSW , Australia 4 School of Population Health, Faculty of Medicine and Health, University of New South Wales , Sydney, NSW , Australia 6 Department of Respiratory Medicine, Sydney Children’s Hospital , Randwick, NSW , Australia 5 School of Economics, UNSW Business School, University of New South Wales Sydney , Sydney, NSW , Australia 2 Discipline of Paediatrics and Child Health, School of Clinical Medicine, Faculty of Medicine and Health, University of New South Wales , Sydney, NSW , Australia |
AuthorAffiliation_xml | – sequence: 0 name: 6 Department of Respiratory Medicine, Sydney Children’s Hospital , Randwick, NSW , Australia – sequence: 0 name: 4 School of Population Health, Faculty of Medicine and Health, University of New South Wales , Sydney, NSW , Australia – sequence: 0 name: 1 Department of General Paediatrics, Sydney Children’s Hospital , Sydney, NSW , Australia – sequence: 0 name: 2 Discipline of Paediatrics and Child Health, School of Clinical Medicine, Faculty of Medicine and Health, University of New South Wales , Sydney, NSW , Australia – sequence: 0 name: 5 School of Economics, UNSW Business School, University of New South Wales Sydney , Sydney, NSW , Australia – sequence: 0 name: 3 Department of Gastroenterology, Sydney Children’s Hospital , Randwick, NSW , Australia |
Author_xml | – sequence: 1 givenname: Su Min Joyce surname: Tan fullname: Tan, Su Min Joyce organization: Discipline of Paediatrics and Child Health, School of Clinical Medicine, Faculty of Medicine and Health, University of New South Wales, Sydney, NSW, Australia – sequence: 2 givenname: Michael J surname: Coffey fullname: Coffey, Michael J organization: Department of Gastroenterology, Sydney Children's Hospital, Randwick, NSW, Australia – sequence: 3 givenname: Katrina surname: Blazek fullname: Blazek, Katrina organization: School of Population Health, Faculty of Medicine and Health, University of New South Wales, Sydney, NSW, Australia – sequence: 4 givenname: Neela surname: Sitaram fullname: Sitaram, Neela organization: Department of General Paediatrics, Sydney Children's Hospital, Sydney, NSW, Australia – sequence: 5 givenname: Isabella surname: Dobrescu fullname: Dobrescu, Isabella organization: School of Economics, UNSW Business School, University of New South Wales Sydney, Sydney, NSW, Australia – sequence: 6 givenname: Alberto surname: Motta fullname: Motta, Alberto organization: School of Economics, UNSW Business School, University of New South Wales Sydney, Sydney, NSW, Australia – sequence: 7 givenname: Sandra surname: Chuang fullname: Chuang, Sandra organization: Department of Respiratory Medicine, Sydney Children's Hospital, Randwick, NSW, Australia – sequence: 8 givenname: Chee Y surname: Ooi fullname: Ooi, Chee Y organization: Department of Gastroenterology, Sydney Children's Hospital, Randwick, NSW, Australia |
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Cites_doi | 10.1097/acm.0000000000002897 10.3389/fpubh.2023.1113682 10.1016/j.ijmedinf.2019.08.004 10.1093/eurheartj/ehaa638 10.1097/sih.0000000000000118 10.2196/12994 10.1016/j.nedt.2021.105178 10.1007/s40670-023-01753-8 10.1016/j.chest.2020.12.026 10.1097/acm.0000000000002340 10.2196/games.9886 10.1080/0142159x.2024.2323179 10.1177/23821205221091511 10.1207/S15327965PLI1104_01 10.18637/jss.v045.i03 10.2196/30082 10.1016/j.ijmedinf.2020.104166 10.1002/14651858.CD006411.pub3 10.1016/j.ijmedinf.2020.104074 10.1080/0142159x.2021.1880558 10.2196/13028 10.1111/j.1742-6723.2009.01154.x 10.3389/fped.2021.645776 10.1097/sih.0000000000000283 10.2307/2666999 10.1007/s40037-016-0320-2 10.1097/sih.0000000000000407 10.1023/a:1015790318032 10.1016/j.ijer.2014.08.005 10.1097/acm.0b013e3181d5dd0d |
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Copyright | Copyright © 2024 Tan, Coffey, Blazek, Sitaram, Dobrescu, Motta, Chuang and Ooi. Copyright © 2024 Tan, Coffey, Blazek, Sitaram, Dobrescu, Motta, Chuang and Ooi. 2024 Tan, Coffey, Blazek, Sitaram, Dobrescu, Motta, Chuang and Ooi |
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Keywords | virtual game-based learning serious games tutorial medical education |
Language | English |
License | Copyright © 2024 Tan, Coffey, Blazek, Sitaram, Dobrescu, Motta, Chuang and Ooi. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
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Notes | Pratama Wirya Atmaja, Universitas Pembangunan Nasional Veteran Jawa Timur, Indonesia Edited by: José Manuel Reales, National University of Distance Education (UNED), Spain Reviewed by: Dian Puspita Sari, Faculty of Medicine University of Mataram, Indonesia |
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Snippet | The COVID-19 pandemic necessitated the transition to online medical education. This study evaluated the efficacy of online case-based tutorials using a serious... Background and aimThe COVID-19 pandemic necessitated the transition to online medical education. This study evaluated the efficacy of online case-based... |
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Title | Serious games vs. traditional tutorials in the pandemic: a randomised controlled trial |
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