Graduate Medical Education
Dr. Laura Witte
Developing innovative methods of delivering high-quality graduate medical education (GME) curriculum is essential for programs to meet the increasing demand of both incoming student cohorts as well as employers for graduating highly educated and skilled medical providers. This scoping review seeks to gain insights into gamified methods being developed to deliver the next evolution of graduate medical education curriculum with a focus on increasing general medical knowledge, clinical skills competency, and student engagement in both traditional and virtual classroom systems. A search for peer-reviewed articles published over the past 5 years analyzing qualitative effects of gamification of graduate medical education identified 5,711 articles, 34 met the inclusion criteria for this scoping review. Qualitative and mixed-method analysis reviews were used to identify gamification mechanisms and modalities integrated into MD, PA, and NP programs. Thematic synthesis of qualitative findings was then used to create the conclusions. Of the 34 articles reviewed, 33 made conclusions that gamification methods increased: 1) increased knowledge retention on testing results 2) increased clinical skills competency, or 3) increased student engagement, motivation, and satisfaction. A fourth metric was also identified in the post-review of increased acceptance among medical educators as a viable platform from which to facilitate curriculum delivery. This scoping review of systematic reviews uses the latest body of knowledge to further develop refined gamification elements into graduate medical education curricula to be an effective means of improving student satisfaction and success as we move through the digital era.
Gogg BJ. Clash of Curriculum: A Scoping Review Update of Current Gamification Methods in Graduate Medical Education Curriculum. Lynchburg Journal of Medical Science. 2023; 5(1).
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