Accepted for/Published in: JMIR Serious Games
Date Submitted: Sep 17, 2024
Open Peer Review Period: Sep 10, 2024 - Nov 5, 2024
Date Accepted: Jul 30, 2025
(closed for review but you can still tweet)
ADRENALINE, a learning game to improve prescribing skills in undergraduate medical students.
ABSTRACT
Background:
Junior doctors have insufficient skills in prescribing, thus undergraduate medical students’ training needs to be improved. Serious games have been found effective in teaching the knowledge and skills in various medical specialties such as surgery or emergency care. To our knowledge, no serious game dedicated for prescription has been developed so far.
Objective:
This study aimed to describe ADRENALINE, a learning game dedicated to promote safe and effective prescribing, and to report feedbacks on ADRENALINE from the 6-year undergraduate medical students of our medial school.
Methods:
ADRENALINE was build using MOSAIC, a software program created to develop evolutive serious game based on real-life professional situations. The player assumes his own role of undergraduate medical student who wins responsibilities throughout the game by addressing real-life based scenario that deals with various therapeutic situations such as medical prescription, medical error, adverse drug reaction, patient counseling… All six-years undergraduate medical students of Lille University were proposed to participate. Pre and post-test surveys were filled out online by students.
Results:
Between November 2023 and March 2024, 272 students logged in ADRENALINE program. Among them, 201 students actually completed at least one ADRENALINE scenario and obtained a score that ranged from 16.5 to 100/100. Pre-test surveys (n=99 answers) showed that more that 90% of students defined themselves as gamers and though that serious games might be relevant for their medical training. Post-test surveys (n=50 answers) demonstrated a high level of satisfaction in players. Mostly, students reported that ADRENALINE is helpful to apply academic knowledge in a real-work setting, to be more at ease with prescription, adverse drug reaction, to improve prescribing skills, and to prepare their national Objective Structured Clinical Examination (OSCE).
Conclusions:
We designed a learning game dedicated to medical prescribing that can be easily shared with other medical schools. Students’ feedbacks on ADRENALINE supported the additional value of a learning game dedicated to improve prescribing for undergraduate medical students. Clinical Trial: non applicable
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