Prospective comparative study of two educational games used to teach neurological semiology - 27/03/26

Doi : 10.1016/j.neurol.2026.02.150

J. Mazoyer ^a, T. Madec ^a,⁎ , S. Zeidan ^a, B. Garcin ^a, S. Baltaze ^b, L. Josse ^c, B. Degos ^a,^d

^a Neurology Department, Hôpital Avicenne, Hôpitaux Universitaires de Paris – Seine-Saint-Denis, Sorbonne Paris Nord, AP–HP, Bobigny, France

^b Medicine Department, UFR SMBH, Sorbonne Paris Nord, Bobigny, France

^c Healthcare Simulation Center, UFR SMBH, Sorbonne Paris Nord, Bobigny, France

^d CNRS UMR7241/Inserm U1050, Center for Interdisciplinary Research in Biology, Collège de France, Université PSL, Paris, France

^⁎ Corresponding author .

Sous presse. Épreuves corrigées par l'auteur. Disponible en ligne depuis le Friday 27 March 2026

Highlights

•	Neurological semiology is complex and difficult to learn.
•	We created two games to help students learn neurological semiological signs.
•	We found an improvement in MCQ scores before and after playing both games. The two games are equally appreciated by the students.

Le texte complet de cet article est disponible en PDF.

Abstract

Introduction

Neurological semiology is often considered to be difficult to learn. The “Neurological hat game (NHG)” and the “Neurospeed game (NSG)” are two educational games that have both proven their effectiveness as a teaching method. The aim of this study was to compare the effectiveness of these two games.

Methods

We performed a prospective study, during which we randomly assigned either the NHG or the NSG to third-year medical students at the Sorbonne Paris Nord University in November 2021. In both groups, students answered 20 multiple choice questions (MCQ) before and after the game. We compared the progression of average MCQ scores before and after the games, between the two groups of students. At the end of the games, the students were asked to complete a satisfaction survey.

Results

A total of 156 students were included, 76 for the NSG and 80 for the NHG. In both groups, the average MCQ score improved after the game, compared with the average MCQ score before the game. The difference in the progression of MCQ averages between the two games was not statistically significant ( P = 0.65). Among the 156 students, 140 answered the satisfaction survey (63 NSG and 77 NHG). Responses to the questionnaire were mostly positive, with no difference between the two groups.

Conclusions

This study showed that the NSG and the NHG are two playful tools for teaching neurological semiology. Both are equally effective and popular with students. Further studies are needed to confirm the effectiveness of these teaching methods on long-term learning.

Le texte complet de cet article est disponible en PDF.

Keywords : Medical education, Neurological semiology, Gamified learning

Abbreviations : NHG, NSG, MCQ