Game-Based Learning Improves Acquisition and Retention in Pediatric Resident PICU Education

Introduction: Game-based learning (GBL) is gaining significant momentum in the medical education literature, however studies examining its effects on knowledge acquisition, retention, and application, particularly in the pediatric ICU (PICU) are sparse. We conducted a pilot study investigating the use of GBL for pediatric residents in blood gas interpretation and its application in ventilator management. We hypothesize that GBL would augment knowledge acquisition, retention, and clinical application skills.


Methods: Pediatric residents rotating in the PICU were randomized into intervention (GBL) or control (didactic) arms to receive self-guided electronic educational modules. During the academic year, they had the opportunity to complete the education twice. Each round, a pretest and posttest were administered, culminating in a simulation. The multiple choice tests compared knowledge acquisition and retention between groups, and the simulation compared clinical application. An objective scoring system was used and statistical analysis by independent t-test was performed for data with ≥20 participants. Data were analyzed for a ≥20% improvement between groups.


Results: 25 pediatric residents participated in round 1, 13 in the intervention arm and 12 in the control arm. 10 residents completed round 2, 5 in each arm. In round 1, pretest average scores were similar between intervention (56.2%) and control (52.5%) groups (p=0.522). Posttest average scores were higher in the intervention group (65.5%) than control group (51.0%) (p=0.015), and was most pronounced on posttest part 1. On round 2 pretest, the intervention group further improved (72.0%,), greater than 20% higher than the control group (50.0%). By round 2 posttest, intervention (72.5%,) and control (82.5%) scored similarly. Both groups scored similarly well in the simulations (intervention 80.8% and 91.3%, control 78.3% and 96.3%).


Conclusions: Our GBL pilot study demonstrated that although all residents acquire and retain knowledge, GBL learning promotes earlier acquisition and greater retention, as seen on round 1 posttest and round 2 pretest scores. While both GBL and standard strategies can be effectively implemented, games may contribute to augmented learning with more engagement and reinforcement of concepts.