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Game-based versus traditional case-based learning: comparing effectiveness in stroke continuing medical education.
Deanna Telner1, Maja Bujas-Bobanovic, David Chan
1Department of Family Medicine, Toronto East General Hospital, and Department of Family and Community Medicine, University of Toronto, 840 Coxwell Ave, Suite 105, Toronto, ON M4C 5T2. deanna.telner@utoronto.ca
Game-based learning in continuing medical education (CME) was as effective as traditional case-based learning for knowledge retention. Physicians reported higher satisfaction with the game-based approach, suggesting its potential for future CME events.
Area of Science:
- Medical Education
- Continuing Medical Education (CME)
- Game-Based Learning
Background:
- Traditional case-based learning is a common method for continuing medical education (CME).
- Evaluating novel educational approaches like game-based learning is crucial for enhancing physician engagement and knowledge acquisition.
- Stroke prevention and management is a key area for CME in family medicine.
Purpose of the Study:
- To compare the effectiveness of game-based learning versus case-based learning in CME for family physicians.
- To assess physician enjoyment and knowledge gained from game-based learning compared to traditional methods.
- To evaluate knowledge retention at immediate and 3-month post-event intervals.
Main Methods:
- An equivalence trial was conducted with 32 family physicians and 3 residents at a provincial conference.
- Participants were randomized to either a game-based or a case-based learning group.
- Knowledge was assessed using 40-item immediate and 3-month posttests, alongside a satisfaction survey.
Main Results:
- No significant difference in knowledge scores was found between the game-based and case-based learning groups immediately after the event or at 3-month follow-up.
- Participants in the game-based learning group reported significantly higher satisfaction with the educational experience.
- Game-based learning demonstrated equivalence to case-based learning in knowledge attainment.
Conclusions:
- Game-based learning is a viable and effective alternative to traditional case-based learning for CME.
- This approach may enhance participant engagement, group interaction, and potentially improve recruitment for CME events.
- Incorporating games into future CME events is a promising strategy to facilitate physician learning and satisfaction.
