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The aim of this study was to investigate the impact of serious game training on the performance of undergraduate dental students during basic life support (BLS) training. Students at the Ankara University Faculty of Dentistry were divided into two groups at random: Serious Game (SG) (n= 46) and Traditional (Tr) (n= 45). Students completed the BLS pre‐test following their lecture‐based training. The SG set of students practiced until they achieved an 85 on the BLS Platform, after which they completed the BLS post‐test. All students practiced cardiopulmonary resuscitation (CPR) on a manikin with the instructor's guidance, and then they independently applied CPR by using the model training component. The module evaluation scale was then used to determine each student's grade. Finally, the students provided input on surveys regarding technology perceptions of SG training, serious gaming, and hands‐on training. In the SG group, the BLS post‐test scores were significantly higher than the pre‐test results (p= 0.00). In the SG and Tr groups, there was no statistically significant difference in the overall hands‐on training scores (p= 0.11). Students in both groups evaluated the hands‐on training on the manikin favorably and with high levels of participation. The SG‐based training platform for BLS training has enhanced the BLS performance of undergraduate dental students in terms of knowledge and skill. It has been shown that digital learners have a beneficial impact on game‐based learning outcomes; it is advised to use SGs and develop new games for various learning objectives.

We aimed to determine the minimum effective volume (MEV) of 0.5% bupivacaine for infraclavicular brachial plexus block.