Gamification in Medical Education

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1. Objectives

After completion of this module, viewers will be able to:

After completion of this module, viewers will be able to:

Define gamification and explain its relevance and potential benefits in the context of medical education
Differentiate between low- and high-resource gamification strategies suitable for various learning environments
Apply appropriate game mechanics to support specific educational goals, learner needs, and time constraints
Address common barriers to implementing gamified learning, including learner resistance and logistical challenges
Design or adapt a simple educational game or activity that aligns with core learning objectives and principles of instructional design, including cognitive load theory

2. Preparation in Advance

Before beginning this module, consider:

Before beginning this module, consider:

When was the last time you felt truly engaged in a learning experience—and what made it memorable?
Do your learners participate because they’re motivated, or because they have to?
(What role could fun, challenge, or competition play in changing that dynamic?)
Have you ever dismissed gamification as too “childish” for professional learners?
(What if the issue isn’t playfulness—but how we frame and design it?)
What barriers (real or perceived) are holding you back from experimenting with more interactive and engaging teaching methods?
(And what small steps could you take to start breaking them down?)

3. The Module

Gamification in Medical Education

Gamification in Medical Education

4. Application of the Module

Exercise 1: Analyze This Module Through a Gamification Lens

Reflect on the gamified elements used throughout this course.

Which game mechanics or strategies did you find most effective?
Were any elements distracting or confusing? Why?
How did the gamification impact your engagement, motivation, or understanding?

5. Next Steps and Coaching

Exercise 1: Invite a Peer Review on Your Gamified Activity

Exercise 1: Invite a Peer Review on Your Gamified Activity

Develop or adapt a brief gamified learning activity (e.g., a quiz game, role-play, or case-based challenge) and share it with a colleague or mentor. Ask them to review it using the Game Mechanics Principles and Practical Considerations discussed in the module. Use their feedback to revise and strengthen your activity—and consider offering to review one of theirs in return.

6. Summary Points

Introduction / Defining Gamification

Gamification uses game elements (points, badges, leaderboards) in non-game settings to boost engagement and motivation.
In medical education, it transforms passive learning into interactive, hands-on experiences.
Traditional lectures lead to low retention; gamification fosters better recall and participation.
Gamification supports active learning, immediate feedback, and intrinsic motivation.
Its success is grounded in theories like self-determination, making learning both effective and enjoyable.

Light mechanics (e.g., Jeopardy) are usually more effective in education than complex, heavy games.
Player interaction types (competitive, cooperative, solo) should align with your learning goals.
Clear rules, structured turn order, and defined actions help learners stay focused on content.
Common mechanics like role play, set collection, or hand management can be adapted to clinical learning.
Always tie game structure to your educational objectives—mechanics should serve learning, not distract from it.

Gamification can range from low-tech (PowerPoint games) to high-tech (VR simulations, AR anatomy apps).
Tools like Kahoot, Poll Everywhere, and escape rooms make learning interactive and fun.
Platforms like Figure 1 and Prognosis offer mobile-based gamified case reviews.
LMS features like badges and leaderboards enhance engagement within existing course systems.
Successful tech-enhanced games align closely with content, are easy to access, and reinforce core learning.

Kahoot – https://kahoot.com

Poll Everywhere – https://www.polleverywhere.com

Osso VR (Virtual Reality Surgical Training) – https://www.ossovr.com

HoloAnatomy (Augmented Reality Anatomy App) – https://www.alensiaxr.com

Figure 1 (Case-Based Medical App) – https://www.figure1.com

Prognosis: Your Diagnosis (Medical Simulation App) – https://krs.libguides.com/mobile/prognosisyourdiagnosis

Learners may see games as “childish”; establish psychological safety and model enthusiasm.
Reduce resistance by integrating games into existing assignments, not adding extra work.
Address cost concerns with free tools and grant-supported tech; avoid overly complex rules.
Combat time constraints by piloting games, planning carefully, and allowing time to debrief.
Maintain focus on learning goals – competition and fun are tools, not the objective.

Start small with simple games learners recognize (e.g., trivia, taboo) before using complex formats.
Choose games familiar to adults to reduce skepticism and increase buy-in.
Use Cognitive Load Theory to reduce distractions and support memory formation.
Collaborate with peers to adapt existing games or build multi-disciplinary experiences.
Always match game design with instructional goals and pilot test to refine.

About the Authors

Ashley Paul, MD, MEd
Assistant Professor of Neurology, Johns Hopkins University School of Medicine
Clerkship Director, Neurology Core Clerkship

[email protected]

Julianna Jung, MD, MEd, FACEP
Director of Innovation in Medical Education, Johns Hopkins University School of Medicine
Associate Director, Johns Hopkins Medicine Simulation Center
Associate Professor of Emergency Medicine

[email protected]

Michael Kentris, DO
Neurologist, Bon Secours Mercy Health

[email protected]

Shayne Gue, MD, MSMEd, FACEP, FAAEM

Program Director, Emergency Medicine Residency Program

BayCare Health System / St Joseph’s Hospital

Associate Professor of Medical Education

University of Central Florida College of Medicine

[email protected]

References

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Gamification in Medical Education

1. Objectives

2. Preparation in Advance

Topics

3. The Module

4. Application of the Module

5. Next Steps and Coaching

6. Summary Points

About the Authors

References