Twelve tips for incorporating gamification into medical education

Singhal, Shabnam; Hough, Josephine; Cripps, David

doi:10.15694/mep.2019.000216.1

Cited by 42 publications

(51 citation statements)

References 32 publications

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“…Even at baseline, student satisfaction with the "active learning" format of the presentation was high (97% of respondents were strongly agreed or agreed that they enjoyed the "active learning" format of the session). Our ndings are consistent with the growing literature on gaming in medical education, which suggests high levels of enjoyment and engagement [12], particularly for sessions designed to include opportunities for accomplishment, discovery and bonding [13]-all of which were incorporated into the instructional design for this session.…”

Section: Discussionsupporting

confidence: 86%

Applying the Plan-Do-Study-Act cycle in medical education to refine an antibiotics therapy active learning session

Rose

Hamill

Caruso

et al. 2021

Preprint

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Background Appropriate antibiotic utilization is an important topic in medical education, given the public health implications of antibiotic stewardship. One approach to integrating this content includes active learning / gaming, which may improve learner engagement and knowledge retention, with curricular enhancement further guided by solicitation of feedback from learners. Methods Guided by the Plan-Do-Study-Act framework, between February 2017 and July 2019, we developed, implemented, and revised an active learning session for medical students, focused on appropriate utilization of antibiotics during their Internal Medicine clerkship. Results Across twelve sessions, 367 students (75.2%) completed the post-evaluation survey. Although baseline ratings were high (97% of respondents enjoyed the “active learning” format), constructive comments informed iterative improvements to the session, such as modifying session timing, handouts and organization of the gaming component. Intervention 3, the last improvement cycle, resulted in more favorable ratings for the active learning format (p = 0.015) improvement in understanding antibiotics and their clinical application (p = 0.001) compared to Baseline ratings. Conclusions This intervention suggests that active learning and gaming was effective in achieving high student engagement in an Internal Medicine core clerkship session on antibiotic therapy. Interventions to streamline session content and format, such as providing a completed antibiotic reference table and answer choices for each case, further improved student receptivity and perceived educational value. The study findings have potential implications for medical education, and suggest that the use of gaming and active learning, combined with regular incorporation of student feedback vis a vis a PDSA cycle, are useful tools for curriculum develop in antibiotic stewardship.

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Section: Discussionsupporting

confidence: 86%

Applying the Plan-Do-Study-Act cycle in medical education to refine an antibiotics therapy active learning session

Rose

Hamill

Caruso

et al. 2021

Preprint

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“…The presence of a Medical Toxicology fellowship is also a huge benefit for continuity and sustainability of the virtual program. The creation of this virtual learning modality may be more time-consuming and require more knowledge and effort than traditional learning methods [ 9 ]. It would likely not be sustainable where there are no Medical Toxicology fellows or faculty to devote the time and resources to the development and implementation of this time of the project.…”

Section: Discussionmentioning

confidence: 99%

Comparing the Effectiveness of a Virtual Toxicology Escape Room at Two Emergency Medicine Residencies

Cates¹,

Krueger²,

Simpson³

et al. 2020

Cureus

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Introduction Physical distancing guidelines during the coronavirus disease 2019 (COVID-19) pandemic forced medical residency programs to move a large portion of required didactics to virtual settings. Toxicology, a core component of emergency medicine (EM) education, was forced to adapt to similar constraints. An in-person escape room style puzzle was modified to a virtual format for educational purposes, and shared with and evaluated by two different residency programs. Materials and methods A virtual escape room, “Escape the Toxin: Online!” was created to test knowledge of toxicologic ingestion and antidote utilizing Google Forms and delivered using Zoom teleconference software to two EM residency programs in the Philadelphia region. After small groups completed the gamified activity, their scores were calculated and they completed an anonymous evaluation. Results Residents at the program where a Medical Toxicology fellowship is located found the virtual escape room to be more effective and enjoyable compared to the second program. Despite some differences in perceived effectiveness, the majority of participants were able to correctly solve the puzzle and get to the antidote. Conclusion The majority of learners who participated from both residencies agreed that they would recommend this virtual program to other EM residents.

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“…Gamification refers to the use of game elements (e.g., rewards and competition) in nongame settings to improve participant enjoyment of the nongaming component of the activity. [9][10][11] Prior research has shown that gamification can enhance medical education. [11][12][13] Gamification can improve recognition and management of critical conditions, engagement of learners, and heuristics of trauma care providers.…”

Section: Backg Rou N Dmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Development and implementation of a novel Web‐based gaming application to enhance emergency medical technician knowledge in low‐ and middle‐income countries

Lindquist

Gaiha

Vasudevan

et al. 2021

AEM Education and Training

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Background: Increasing access to high-quality emergency and prehospital care is an important priority in low-and middle-income countries (LMICs). However, ensuring that emergency medical technicians (EMTs) maintain their clinical knowledge and proficiency with procedural skills is challenging, as continuing education requirements are still being introduced, and clinical instructional efforts need strengthening. We describe the development and implementation of an innovative asynchronous learning tool for EMTs in the form of a Web-based trivia game.Methods: Over 500 case-based multiple-choice questions (covering 10 essential prehospital content areas) were created by experts in prehospital education, piloted with EMT educators from LMICs, and delivered to EMTs through a Web-based quiz game platform over a 12-week period. We enrolled 252 participants from nine countries.Results: Thirty-two participants (12.7%) completed the entire 12-week game.Participants who completed the game were administered a survey with a 100% response rate. Ninety-three percent of participants used their mobile phone to access the game. Overall, participants reported that the interface was easy to use (93.8% agreed or strongly agreed), the game improved their knowledge (100% agreed or strongly agreed), and they felt better prepared for their jobs (100% agreed or strongly agreed).The primary motivators for participation were improving patient care (37.5%) and being recognized on the game's leaderboard (31.3%). All participants reported that they would engage in the game again (43.8% agreed and 56.3% strongly agreed) and would recommend the game to their colleagues (34.4% agreed and 65.6% strongly agreed). Conclusions:In conclusion, a quiz game targeting EMT learners from LMICs was viewed as accessible and effective by participants. Future efforts should focus on increasing retention and trialing languages in addition to English.

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Twelve tips for incorporating gamification into medical education

Cited by 42 publications

References 32 publications

Applying the Plan-Do-Study-Act cycle in medical education to refine an antibiotics therapy active learning session

Applying the Plan-Do-Study-Act cycle in medical education to refine an antibiotics therapy active learning session

Comparing the Effectiveness of a Virtual Toxicology Escape Room at Two Emergency Medicine Residencies

Development and implementation of a novel Web‐based gaming application to enhance emergency medical technician knowledge in low‐ and middle‐income countries

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