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Level Up: Exploring the Effectiveness of Game Based Learning in Graduate Medical Education
Background In recent years, active learning methods have gained attention for improving material retention and teamwork, especially in education. Despite such benefits, learner engagement remains a challenge, prompting exploration into innovative solutions like game-based instruction. By using game principles, educators can sustain learner interest and encourage participation. Building on these principles, the Texas Health Presbyterian Dallas Internal Medicine Residency program implemented a “House Cup” system where points were awarded for educational activities to promote friendly competition and active learning.
Methods Residents were evenly distributed into six teams. Points were earned based on criteria including: number of admissions on call days, attendance at lectures, Medical Knowledge Self Assessment Program (MKSAP) review, and the number of procedures performed. Data from January through March of 2022, 2023, and 2024 was collected. Surveys were utilized to gather information on the time spent on MKSAP preparation before and after implementation. Qualitative variables were analyzed with chi-square tests; quantitative variables with ANOVA or Kruskal-Wallis. Statistical significance was determined at an alpha level of 0.05.
Results Prior to the “House Cup” system (pre-group), there was an average of 5.30 admissions (± 1.15). Following implementation (post-group), admissions rose to an average of 7.87 (± 1.68). Lecture attendance remained stable, with a median of 83 (IQR: 70.75-93) in the pre-group and 85 (IQR: 77-93) in the post-group. MKSAP questions completion and review time in the post-group (mode 51+ questions, 4-5 hours) increased compared to the pre-group (mode 0 questions, 0-1 hours). Number of procedures performed in 2024 (54) surpassed both 2022 (7) and 2023 (16).
Conclusion Our aim was to assess the impact of game-based learning techniques on material retention, engagement, and teamwork within resident education. Integrating game-based learning into educational activities led to increased participation in call day admissions, lecture attendance, MKSAP review, and number of procedures performed. Implementing game-based learning resulted in improved performance across all metrics except lecture attendance, which was already high. These promising results benefit our residency program and offer insights for others seeking to incentivize and motivate residents