RT Journal Article SR Electronic T1 Game-based versus traditional case-based learning JF Canadian Family Physician JO Can Fam Physician FD The College of Family Physicians of Canada SP e345 OP e351 VO 56 IS 9 A1 Deanna Telner A1 Maja Bujas-Bobanovic A1 David Chan A1 Bob Chester A1 Bernard Marlow A1 James Meuser A1 Arthur Rothman A1 Bart Harvey YR 2010 UL http://www.cfp.ca/content/56/9/e345.abstract AB OBJECTIVE To evaluate family physicians’ enjoyment of and knowledge gained from game-based learning, compared with traditional case-based learning, in a continuing medical education (CME) event on stroke prevention and management. DESIGN An equivalence trial to determine if game-based learning was as effective as case-based learning in terms of attained knowledge levels. Game questions and small group cases were developed. Participants were randomized to either a game-based or a case-based group and took part in the event. SETTING Ontario provincial family medicine conference. PARTICIPANTS Thirty-two family physicians and 3 senior family medicine residents attending the conference. INTERVENTION Participation in either a game-based or a case-based CME learning group. MAIN OUTCOME MEASURES Scores on 40-item immediate and 3-month posttests of knowledge and a satisfaction survey. RESULTS Results from knowledge testing immediately after the event and 3 months later showed no significant difference in scoring between groups. Participants in the game-based group reported higher levels of satisfaction with the learning experience. CONCLUSION Games provide a novel way of organizing CME events. They might provide more group interaction and discussion, as well as improve recruitment to CME events. They might also provide a forum for interdisciplinary CME. Using games in future CME events appears to be a promising approach to facilitate participant learning.