At present, medical education is rapidly evolving. Game-based learning (GBL) has been gradually used for education, and several innovations have emerged. The emergence of serious games and gamification provides alternative approaches for educators to improve the medical teaching process. Both serious games and gamification exert their education-promoting function by providing the possibility of combining learning activities such as feedback, testing, and spaced repetition with active participation and autonomy as well as positive experiences for students. Developing effective GBL modalities has the potential to bring immersive experiences for medical students and improve their study outcomes. Herein, we reviewed recent studies employing GBL in medical education, including serious games and gamification teaching. Furthermore, we also discussed the effectiveness and limitations of GBL to suggest future directions for the development and application of GBL in medical education.

/pdf/game-based-learning-in-medical-education-2mpbzyz0.pdf

Game-based learning in medical education

Flipped learning as an educational model in a cardiology residency program

Gamification of a Low-Fidelity Paper Doll to Teach Primary Survey to Pediatric Residents

This paper presents the ongoing development of a Proof-of-Concept Virtual Reality (VR) system for staff training for Tan Tock Seng Hospital mass decontamination of Hazardous and Toxic Materials (HAZMAT) and/or radioactively contaminated casualties. As a Proof-of-Concept, the initial prototype focuses on allowing users to practice using a chemical scanner device that would be used to scan casualties for leftover chemical hazards. The preliminary development demonstrates the advantages of utilizing VR for supplementing current decontamination training in a safe and economical way.

Towards Decontamination Facility Training in VR

Introduction: Traditional didactic lectures make classes monotonous and lead to reduced student engagement and interaction. Gamification can be used to break the monotony. Use of game elements in a non-gaming context is gamification. Simple digital tools can be used for gamification. We conducted this study to evaluate the student perceptions on gamification in medical education. Methodology: This study was carried out in the department of Pathology. MBBS phase II students who attended all the gamification sessions were included in the study. Gamification was done for sub-topics on Neoplasia, using digital tools like Slido, Socrative, google forms and crossword. Student perceptions were taken on validated questionnaire on a 5-point Likert scale. One open-ended question was given. Statistical analysis was done using frequency, percentage, mean and standard deviation. Results: A total of 72 students responded to the questionnaire. Students liked google forms the most followed by Slido. The findings of the study showed that students felt that gamification increases knowledge retention, understanding, improves engagement and satisfaction, enhances motivation, and improves overall learning experience. Students felt that gamification increases opportunities for interaction with faculty. For the questions on perceptions, the highest mean score was 4.33 and the lowest score was 3.97. Students recommended more quizzes with images and gamification for other subjects and classes too. Conclusion: Gamification was well-received by the students. Students perceive that gamification improves their learning and retention. Gamification can be used in teaching to make classes more interesting and to increase student motivation. Keywords: Gamification, Medical Education, Teaching, Learning, Perceptions, MBBS

Perceptions of MBBS Phase II Students on Gamification

Abstract Objectives Our program implemented East EMWars, a year-long, longitudinal game that added competition to our existing curricular content. We surveyed residents to investigate the impact of gamification in emergency medicine residency training. We hypothesized that residents would report higher levels of motivation, engagement, and challenge with gamification compared to traditional didactics. Furthermore, we hypothesized that residents would exhibit generally positive perceptions about gamification as a learning tool and that it would translate to improved performance on the annual in-training examination. Methods This was a single-center, prospective pre- and post-intervention survey study at a community-based emergency medicine residency program. Given the multiplicity of research questions and inherent nature of educational research, a mixed methods approach was utilized. We utilized nonparametric testing for quantitative data with paired responses pre- and post-intervention. We solicited comments on the post-intervention that were categorized under thematic approach and presented in complete and unedited form in the results. Results Eighteen (100%) of eligible residents in our program participated in both surveys. There were statistically significant increases in reported levels of motivation, engagement, and challenge with gamification compared to traditional didactic methods. Residents also reported overwhelmingly positive general perceptions about gamification and its broader generalizability and applicability. We did not reach statistical significance in determining if in-training exam scores were associated with our gamification initiative. Conclusions This study was a first-of-its-kind look into a longitudinal game in an emergency medicine residency program. Although our results are encouraging, medical educators need further research to determine if this increase in motivation, engagement, and challenge will be associated with an increase in examination scores or, more importantly, healthcare outcomes. Theory-based, broader-scale, prospective studies are needed to further explore and help establish these associations and outcomes. 

/pdf/gamification-of-graduate-medical-education-in-an-emergency-gbk4esxv.pdf

Gamification of graduate medical education in an emergency medicine residency program

Syphilis is caused by the spirochete Treponema pallidum and classically progresses through a series of stages with increasing symptomatology if unrecognized and untreated.Importantly, central nervous system invasion can occur at any stage, which can lead to variable presentations of neurosyphilis.One such manifestation is meningovascular syphilis, which causes thrombosis of the cerebral vasculature, leading to stroke-like symptoms such as hemiplegia and aphasia.Young, healthy patients may present with these symptoms without any risk factors typically associated with the pathophysiology of cerebrovascular accidents.Further, patients living with HIV who present with stroke-like symptoms should have an even higher suspicion for neurosyphilis as a potential diagnosis.We present a case report of a 31-year-old male with sudden left-sided weakness and numbness who tested positive for both Treponema pallidum and human immunodeficiency virus (HIV). 

Meningovascular Syphilis: A Case of a Young Man Presenting With Acute Stroke and Pulmonary Emboli

A 52-year-old male presented to the emergency department with a past medical history of active cocaine use and a chief complaint of chest pain that radiated to the back. Physical exam revealed a well-appearing, comfortable male with normal cardiac sounds, regular rate and rhythm, bilateral equal pulses in all four extremities, and intact motor and sensation in the extremities. A bedside ultrasound was performed and revealed an ascending aorta dissection (Figure 1 and Video 1). This was confirmed on intraoperative transesophageal echocardiogram that demonstrated the proximity of the aortic dissection flap to the aortic valve (Figure 2).

https://onlinelibrary.wiley.com/doi/pdfdirect/10.1002/emp2.12936

Cocaine user with chest pain

/pdf/learning-mass-casualty-triage-via-role-play-simulation-1psa8yn1.pdf

Learning Mass Casualty Triage via Role Play Simulation

/pdf/novel-approach-to-quality-improvement-and-patient-safety-34x7qpd0.pdf

Novel Approach to Quality Improvement and Patient Safety Education for Emergency Medicine Residents

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