Game-based versus traditional case-based learning
OBJECTIVE To evaluate family physicians’ enjoyment of and knowledge gained from game-based learning, compared with traditional case-based learning, in a continuing medical education (CME) event on stroke prevention and management.

DESIGN An equivalence trial to determine if game-based learning was as effective as case-based learning in terms of attained knowledge levels. Game questions and small group cases were developed. Participants were randomized to either a game-based or a case-based group and took part in the event.

SETTING Ontario provincial family medicine conference.

PARTICIPANTS Thirty-two family physicians and 3 senior family medicine residents attending the conference.

INTERVENTION Participation in either a game-based or a case-based CME learning group.

MAIN OUTCOME MEASURES Scores on 40-item immediate and 3-month posttests of knowledge and a satisfaction survey.

RESULTS Results from knowledge testing immediately after the event and 3 months later showed no significant difference in scoring between groups. Participants in the game-based group reported higher levels of satisfaction with the learning experience.

CONCLUSION Games provide a novel way of organizing CME events. They might provide more group interaction and discussion, as well as improve recruitment to CME events. They might also provide a forum for interdisciplinary CME. Using games in future CME events appears to be a promising approach to facilitate participant learning.