BACKGROUND: Adherence to Clinical Practice Guidelines (CPGs) remains suboptimal among internal medicine trainees. Educational games are of growing interest and have the potential to improve adherence to CPGs. The objectives of this study were to develop an educational game to teach CPGs in Internal Medicine residency programs and to evaluate its feasibility and acceptability. METHODS: We developed the Guide-O-Game(c) in the format of a TV game show with questions based on recommendations of CPGs. The development of the Guide-O-Game(c) consisted of the creation of a multimedia interactive tool, the development of recommendation-based questions, and the definition of the game's rules. We evaluated its feasibility through pilot testing and its acceptability through a qualitative process. RESULTS: The multimedia interactive tool uses a Macromedia Flash web application and consists of a manager interface and a user interface. The user interface allows the choice of two game styles. We created so far 16 sets of questions relating to 9 CPGs. The pilot testing proved that the game was feasible. The qualitative evaluation showed that residents considered the game to be acceptable. CONCLUSION: We developed an educational game to teach CPGs to Internal Medicine residents that is both feasible and acceptable. Future work should evaluate its impact on educational outcomes.
BACKGROUND: Adherence to Clinical Practice Guidelines (CPGs) remains suboptimal among internal medicine trainees. Educational games are of growing interest and have the potential to improve adherence to CPGs. The objectives of this study were to develop an educational game to teach CPGs in Internal Medicine residency programs and to evaluate its feasibility and acceptability. METHODS: We developed the Guide-O-Game(c) in the format of a TV game show with questions based on recommendations of CPGs. The development of the Guide-O-Game(c) consisted of the creation of a multimedia interactive tool, the development of recommendation-based questions, and the definition of the game's rules. We evaluated its feasibility through pilot testing and its acceptability through a qualitative process. RESULTS: The multimedia interactive tool uses a Macromedia Flash web application and consists of a manager interface and a user interface. The user interface allows the choice of two game styles. We created so far 16 sets of questions relating to 9 CPGs. The pilot testing proved that the game was feasible. The qualitative evaluation showed that residents considered the game to be acceptable. CONCLUSION: We developed an educational game to teach CPGs to Internal Medicine residents that is both feasible and acceptable. Future work should evaluate its impact on educational outcomes.
Authors: J M Grimshaw; R E Thomas; G MacLennan; C Fraser; C R Ramsay; L Vale; P Whitty; M P Eccles; L Matowe; L Shirran; M Wensing; R Dijkstra; C Donaldson Journal: Health Technol Assess Date: 2004-02 Impact factor: 4.014
Authors: Jyothis T George; David A Warriner; Jeffrin Anthony; Kavitha S Rozario; Sinu Xavier; Edward B Jude; Gerard A McKay Journal: BMC Med Educ Date: 2008-04-17 Impact factor: 2.463
Authors: Elie A Akl; Reem Mustafa; Mark C Wilson; Andrew Symons; Amir Moheet; Thomas Rosenthal; Gordon H Guyatt; Holger J Schünemann Journal: Implement Sci Date: 2009-09-21 Impact factor: 7.327
Authors: Elie A Akl; Sameer Gunukula; Reem Mustafa; Mark C Wilson; Andrew Symons; Amir Moheet; Holger J Schünemann Journal: BMC Med Educ Date: 2010-03-25 Impact factor: 2.463
Authors: Isabel Del Cura-González; Juan A López-Rodríguez; Teresa Sanz-Cuesta; Ricardo Rodríguez-Barrientos; Jesús Martín-Fernández; Gloria Ariza-Cardiel; Elena Polentinos-Castro; Begoña Román-Crespo; Esperanza Escortell-Mayor; Milagros Rico-Blázquez; Virginia Hernández-Santiago; Amaya Azcoaga-Lorenzo; Elena Ojeda-Ruiz; Ana I González-González; José F Ávila-Tomas; Jaime Barrio-Cortés; José M Molero-García; Raul Ferrer-Peña; María Eugenia Tello-Bernabé; Mar Trujillo-Martín Journal: Implement Sci Date: 2016-05-17 Impact factor: 7.327