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Purpose  To estimate the effect size of a serious game for cardiopulmonary resuscitation (CPR) training in comparison with a video-based on-line course in terms of learning outcomes among medical students before simulation-based CPR using a manikin.    Methods  Participants were 45 first-year medical students randomly assigned to CPR self-training using either a video-based Apple Keynote presentation ( n  = 22) or a serious game developed in a 3D learning environment ( n  = 23) for up to 20 min. Each participant was evaluated on a written, multiple-choice test (theoretical test) and then on a scenario of cardiac arrest (practical test) before and after exposure to the self-learning methods. The primary endpoint was change in theoretical and practical baseline scores during simulated CPR. This study was conducted in 2017.    Results  Both groups improved scores after exposure. The video group had superior performance in both the theoretical test (7.56±0.21 vs 6.51±0.21 for the game group;  p  = 0.001) and the practical test (9.67±0.21 vs 8.40±0.21 for the game group;  p  < 0.001). However, students showed a preference for using games, as suggested by the longer time they remained interested in the method (18.57±0.66 min for the game group vs 7.41±0.43 for the video group;  p  < 0.001).    Conclusions  The self-training modality using a serious game, after a short period of exposure, resulted in inferior students’ performance in both theoretical and practical CPR tests compared to the video-based self-training modality. However, students showed a clear preference for using games rather than videos as a form of self-training.

plos one

Comparative evaluation of video-based on-line course versus serious game for training medical students in cardiopulmonary resuscitation: A randomised trial