Abstract
BACKGROUND AND OBJECTIVES: Serious games (SGs) are increasingly used in education, although data on their use in neurology education are limited. This study evaluates SG effect on knowledge retention, subjective impression of decision making, and learner satisfaction. METHODS: Using a 6-step approach to curriculum development, we designed a digital interactive course as a SG, incorporating realistic video simulations to teach neurologic emergencies. A randomized intervention study compared the SG method (intervention) with clinical case seminars (seminar groups B and C) and no instruction (control group). Knowledge retention was assessed through multiple-choice (MC) tests immediately and 3 weeks postinstruction. Secondary measures included student satisfaction and usability. Descriptive statistical analyses were performed using IBM SPSS Statistics for Windows, Version 29.0, and free-text responses were analyzed qualitatively. RESULTS: The survey initially included 77 students (control, n = 16; SG, n = 32; seminar control, n = 29), with 57 completing the follow-up survey. Scores on the MC test were similar immediately after the course (SG: 70.1%, Seminar Group B: 65.0%, Seminar Group C: 67.0%) and declined less for the SG (4.1%) than the seminar groups (10.9% for B, 5.5% for C). Likert scale responses exhibited higher satisfaction and usability in the SG group, with 93.5% of SG participants reporting a reduction in fear of clinical emergencies. Feedback from the SG participants was mostly positive, with many commenting on the engaging structure of the course. DISCUSSION: Video-based SGs have shown efficacy in teaching neurologic emergency medicine. SG-acquired knowledge is more sustained than that acquired through traditional teaching formats and is well-received by Generation Z students.