Development and Evaluation of a New Serious Game for Continuing Medical Education of General Practitioners (Hygie): Double-Blinded Randomized Controlled Trial.

摘要: Background Continuing medical education is important but time-consuming for general practitioners (GPs). Current learning approaches are limited and lack the ability to engage some practitioners. Serious games new that use video as engaging teaching material. They have significant advantages in terms of efficiency dissemination. Objective The aim this study was create a serious game evaluate it effectiveness satisfaction, comparing with traditional method continuing education-article reading. Methods We produced prototype called Hygie on 5 most common reasons consultation practice using 9 articles from independent evidence-based medicine journals (reviews Prescrire Minerva). created 51 clinical cases. then conducted double-blinded randomized trial provided by week access versus source articles. Participants were GPs involved resident supervisors 14 French university departments family practice, recruited email. Primary outcomes (1) mean final knowledge score completed 3 weeks after end intervention (2) difference between pretest (before intervention) posttest (3 scores, both scaled 10 points. Secondary transfer learned time spent playing. Results A total 269 agreed participate study. Characteristics participants similar groups. There no groups test, scores 4.9 (95% CI 4.6-5.2) group 4.6 4.2-4.9) reading (P=.21). pre- posttests, significantly superior performance (mean gain 1.6 0.9 group; P=.02), demonstrating more efficient persistent Hygie. rate reported used they through material group: 77% (47/61) 53% (25/47) odds ratio 2.9, 95% 1.2-7.4. Moreover, 87% opinions favorable, indicating interest updating knowledge. Qualitative data showed learners enjoyed especially its playful, interactive, stimulating aspects. Conclusions conclude can diversify offering an effective, pleasant, way. Trial registration ClinicalTrials.gov NCT03486275; https://clinicaltrials.gov/ct2/show/NCT03486275.