Comparative effectiveness of a serious game and an e-module to support patient safety knowledge and awareness.

This education study randomized medical students to learn about patient safety either through a text-based electronic module or a serious game activity with a didactic purpose. Students randomized to the game and the electronic module performed equally well on a patient safety knowledge assessment, and both groups performed better than students who did not have any patient safety education. Although students found the game more engaging, it also lasted about 3 hours compared to 1 hour for the text-based module.