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We produced a prototype video game called Hygie on the 5 most common reasons of consultation in general practice using 9 articles from independent journals based on evidence (reviews by Prescrire and Minerva). We then carried out a randomized trial comparing the learning provided by a week of access to the game versus source articles, in a population of clinical supervisors (CS) from 13 French departments of general practice.
Continuing medical education is important but burdensome work for general practitioners. Current training tools have limitations and may lack the ability to engage some practitioners. Serious games are new pedagogical tools that use video games as engaging education tools. They have significant advantages in terms of efficiency and dissemination.
The aim of this work was to create a new serious game and to evaluate it in terms of efficiency and satisfaction, comparing it with a traditional method of continuing education: article reading.
We produced a prototype video game called Hygie on the 5 most common reasons of consultation in general practice using 9 articles from independent journals based on evidence (reviews by Prescrire and Minerva). We then carried out a randomized trial comparing the learning provided by a week of access to the game versus source articles, in a population of clinical supervisors (CS) from 14 French departments of general practice.
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| Hygie game | Active Comparator | Prototype video game called Hygie on the 5 most common reasons of consultation in general practice using 9 articles from independent journals based on evidence (reviews by Prescrire and Minerva). |
|
| Source articles | Active Comparator | 9 articles from independent journals based on evidence (reviews by Prescrire and Minerva) |
|
| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| Hygie | Device | Prototype video game called Hygie, accessible on the Internet, on the 5 most common reasons of consultation in general practice using 9 articles from independent journals based on evidence (reviews by Prescrire and Minerva). |
| Measure | Description | Time Frame |
|---|---|---|
| Knowledge test | Mean score at a final knowledge test | completed 3 to 5 weeks after the end of the intervention, i.e. 4 to 6 weeks after randomization |
| Delta knowledge | Mean difference score between knowledge pretest and final knowledge test (posttest | pretest before randomization, posttest 3 to 5 weeks after the end of the intervention (i.e. 4 to 6 weeks after randomization) |
| Measure | Description | Time Frame |
|---|---|---|
| Satisfaction | Satisfaction survey completed at the end of the intervention access week | one week after randomization (end of access to support) |
| Playing time | Time spended playing by subjects assigned to Hygie |
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Exclusion Criteria:
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| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| Paris Diderot University | Paris | 75018 | France |
| PubMed Identifier | Type | Citation | Retractions |
|---|---|---|---|
| 31746775 | Derived | Jaunay LB, Zerr P, Peguin L, Renouard L, Ivanoff AS, Picard H, Griffith J, Chassany O, Duracinsky M. Development and Evaluation of a New Serious Game for Continuing Medical Education of General Practitioners (Hygie): Double-Blinded Randomized Controlled Trial. J Med Internet Res. 2019 Nov 20;21(11):e12669. doi: 10.2196/12669. |
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all collected IPD
if asked
requests will be considered individually
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randomized trial comparing the learning provided by a week of access to the game Hygie or source articles
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double-blinded randomized trial : Participants do not know their assignment group. The questionnaires, identical in both groups, were completed by the participants and blinded from their assignment group.
| Source articles | Device | 9 articles from independent journals based on evidence (reviews by Prescrire and Minerva), about the 5 most common reasons of consultation in general practice, accessible on the Internet. |
|
| during the first week of access to support of intervention |
| Use in practice | completed 3 to 5 weeks after the end of the intervention, participants answer the question "In the course of your practice, did you use the knowledge you learned through the teaching material?" | completed 3 to 5 weeks after the end of the intervention, i.e. 4 to 6 weeks after randomization |