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provider attitudes, and reductions in hospital expenditures. The authors sought to evaluate whether gamification is an effective pedagogical tool to teach costconsciousness to emergency medicine (EM) residents.Methods: A 60-minute interactive session based on the popular gameshow, the Price is Right, was developed to incorporate concepts from both constructivist and behaviorist theories, and was incorporated into the weekly didactic residency curriculum [Figure 1]. Costs and associated charges for common Emergency Department (ED) laboratory tests, radiographic studies, medications, and common physical resources were first obtained through direct communication with the ED clinical director and hospital leadership. The session itself consisted of 3 phases with several Price-is-Right-themed games, which included realistic visual stimuli reminiscent of the gameshow that were created by the authors with PowerPoint. Phase 1 evaluated the learners' knowledge of common ED costs with games such as "Come on Down" and "Cliffhanger," followed by a debriefing that shared the actual values with the participants. Phase 2 challenged learners to practice cost-conscious care on an undifferenced patient while adhering to evidence-based clinical practices. Phase 3 concluded with a "Showcase Sign-Out," where learners were asked to estimate the cost of a comprehensive medical workup. Formal quantitative and qualitative feedback was solicited at the end of the session.Results: Quantitative evaluation of the educational intervention was obtained through a 22-item questionnaire using a 5-point Likert-type scale from 19 of the 22 enrolled residents (86% response rate). Responses were generally very positive with an overall course rating score of 4.16 (SD +/-0.90). Nearly all learners reported increased knowledge of hospital costs (4.58 +/-0.61), understanding of cost concepts (4.42 +/-0.69), and insight into increased spending (4.21 +/-0.71). Learners reported that the session was structured in a sequence that was logical and easy to follow (4.05 +/-0.90), and that the interactive nature of the game complemented their existing knowledge on cost practices (4.47 +/-0.68). Qualitative feedback identified learners' predilection for gamified delivery of non-clinical content during conference. The majority of residents (89%) recommend the activity be used in subsequent offerings to other learners.Conclusions: With health care costs on the rise, our feasibility study demonstrated that gamification is an effective way to teach mindful, cost-conscious care to EM residents. Gamification offers a fun and engaging alternative that should be further utilized in EM educational formats. Future studies are needed to longitudinally assess learner retention and cost-containment practices.