Gamification as a tool for enhancing graduate medical education.
Bottom Line: Differences per time since question introduction, trainee level and style of play were observed.Our software-enabled, gamification-based educational intervention was well accepted among our millennial learners.Coupling software with gamification and analysis of trainee use and engagement data can be used to develop strategies to augment learning in time-constrained educational settings.
Affiliation: University of Alabama, Birmingham, USA.Show MeSH
Related in: MedlinePlus
Mentions: Our Kaizen-IM season lasted throughout the 2012–2013 academic year and was divided into three rounds (rounds 1–3). Each round included general IM questions and questions from three medical subspecialties. Questions were written by faculty and emphasised clarity, brevity and were followed by a concise explanation of the correct response (figure 1). Questions were published at 00:01 daily, there was no time limit for response and unanswered questions remained to be addressed at the trainee's convenience. Participants could review prior questions/answers and earned badges at any time. Residents competed with one another as individuals and were also divided into six predetermined teams based on faculty advisor for team competition.