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  1. Home
  3. Research Domains
  5. Information And Computing Sciences
  7. Graphics, Augmented Reality And Games
  9. Procedural Content Generation
  11. Empiric: A Card Game For Guideline-based Antibiotic Prescribing Used For Continuing Medical Education.
  1. Home
  3. Research Domains
  5. Information And Computing Sciences
  7. Graphics, Augmented Reality And Games
  9. Procedural Content Generation
  11. Empiric: A Card Game For Guideline-based Antibiotic Prescribing Used For Continuing Medical Education.

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Empiric: A Card Game for Guideline-Based Antibiotic Prescribing Used for Continuing Medical Education.

Michael Cosimini1, Diego Molina Ochoa2, Diana Yu3

  • 1Associate Professor of Pediatrics, Division of General Pediatrics, Oregon Health & Science University.

Mededportal : the Journal of Teaching and Learning Resources
|June 11, 2025

View abstract on PubMed

Summary
This summary is machine-generated.

This study shows that a novel card game effectively engaged primary care providers in continuing medical education (CME), improving understanding of antibiotic prescribing guidelines. Participants found the game fun and indicated a willingness to change their practice.

Keywords:
AntibioticsGamesGamificationInfectious Diseases

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Area of Science:

  • Medical Education
  • Infectious Disease Management
  • Game-Based Learning

Background:

  • Antibiotic resistance is a growing concern, partly due to inconsistent adherence to prescribing guidelines.
  • Lack of knowledge or understanding of guidelines contributes to nonadherence.
  • Traditional medical education methods may not fully engage practitioners.

Purpose of the Study:

  • To evaluate the effectiveness of a novel card game in a continuing medical education (CME) setting for primary care providers.
  • To assess the impact of game-based learning on understanding antibiotic stewardship guidelines.
  • To explore the utility of games for educating practitioners on guideline adherence.

Main Methods:

  • A card game was iteratively developed over 5 years, focusing on narrow-spectrum antibiotic use and observation without antibiotics.
Pediatrics
  • The game was implemented in primary care CME conferences.
  • Participant feedback and behavioral intent were collected using Likert scales and qualitative comments.

    • Main Results:

    • Fifty-four primary care providers participated in the workshops.
    • Participants highly rated the workshop, with strong agreement on making practice changes.
    • Qualitative feedback indicated the game was perceived as helpful and enjoyable.

    Conclusions:

    • Continuing medical education (CME) audiences are receptive to serious games.
    • Game-based learning is a viable and engaging method for educating practitioners on complex guidelines.
    • Further exploration of serious games for CME, including educational efficacy and optimal design, is warranted.