Evidence map›Paper›PMID 39640980›Full record

ArticleFrontiers in medicine2024

Serious games vs. traditional tutorials in the pandemic: a randomised controlled trial.

Su Min Joyce Tan, Michael J Coffey, Katrina Blazek, Neela Sitaram, Isabella Dobrescu, Alberto Motta, Sandra Chuang, Chee Y Ooi

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Frontiers in medicine, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed.

  1. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

8 authors.

Su Min Joyce TanDepartment of General Paediatrics, Sydney Children's Hospital, Sydney, NSW, Australia.
Michael J CoffeyDiscipline of Paediatrics and Child Health, School of Clinical Medicine, Faculty of Medicine and Health, University of New South Wales, Sydney, NSW, Australia.
Katrina BlazekSchool of Population Health, Faculty of Medicine and Health, University of New South Wales, Sydney, NSW, Australia.
Neela SitaramDepartment of General Paediatrics, Sydney Children's Hospital, Sydney, NSW, Australia.
Isabella DobrescuSchool of Economics, UNSW Business School, University of New South Wales Sydney, Sydney, NSW, Australia.
Alberto MottaSchool of Economics, UNSW Business School, University of New South Wales Sydney, Sydney, NSW, Australia.
Sandra ChuangDiscipline of Paediatrics and Child Health, School of Clinical Medicine, Faculty of Medicine and Health, University of New South Wales, Sydney, NSW, Australia.
Chee Y OoiDiscipline of Paediatrics and Child Health, School of Clinical Medicine, Faculty of Medicine and Health, University of New South Wales, Sydney, NSW, Australia.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Background and aim: 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). Methods: 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. Results: 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), Conclusion: 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.

Indexed as

game-based learningmedical educationserious gamestutorialvirtual

Identifiers

PMID39640980
PMCPMC11617181

What OpenQuestion holds

Textmetadata
LicenceCC BY
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Registered trials

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.