ArticlePostgraduate medical journal2014
Gamification as a tool for enhancing graduate medical education.
Article in Postgraduate medical journal, 2014. The graph could read no effect estimate from its abstract, so it casts no vote on the map. It is linked to trial NCT05520671 (Evaluating TESLA-G, a Gamified, Telegram-delivered, Quizzing Platform for Surgical Education in Medical Students), which is not on this map. Cited by 89 papers, 3 of them syntheses that pooled it.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Evaluating TESLA-G, a Gamified, Telegram-delivered, Quizzing Platform for Surgical Education in Medical Students: a Protocol for a Pilot Randomised Controlled Trial
Who cites it
89 citing papers in PubMed, 3 syntheses or guidelines pooled it.
- Reflecting on gamified learning in medical education: a systematic literature review grounded in the Structure of Observed Learning Outcomes (SOLO) taxonomy 2012-2022.BMC medical education · 2024Pooled it
- Gamification of health professions education: a systematic review.Advances in health sciences education : theory and practice · 2021Pooled it
- A systematic review of serious games in medical education: quality of evidence and pedagogical strategy.Medical education online · 2018Pooled it
- Effectiveness of gamification-based teaching in approach to eye trauma: a randomized educational intervention trial.BMC ophthalmology · 2024Trial
- Comparison of education using the flipped class, gamification and gamification in the flipped learning environment on the performance of nursing students in a client health assessment: a randomized clinical trial.BMC medical education · 2024Trial
- Effectiveness of a game-based educational strategy e-EDUCAGUIA for implementing antimicrobial clinical practice guidelines in family medicine residents in Spain: a randomized clinical trial by cluster.BMC medical education · 2022Trial
- Measuring and Improving Evidence-Based Patient Care Using a Web-Based Gamified Approach in Primary Care (QualityIQ): Randomized Controlled Trial.Journal of medical Internet research · 2021Trial
- The effects of gamification on antimicrobial resistance knowledge and its relationship to dentistry in Saudi Arabia: a randomized controlled trial.BMC public health · 2020Trial
- A quasi-experimental crossover study on student engagement and performance in a gamified team-based learning module in physiology.Medical education online · 2026Article
- ANATOMIADI: a national, image-based anatomy competition for residents in Italy to enhance postgraduate education through interactive learning.Insights into imaging · 2026Article
- Design, development and preliminary usability evaluation of "PhysioMaster": adaptive gamified assessment tool for neurorehabilitation in undergraduate physiotherapy students.BMC medical education · 2026Article
- Uncovering Research Themes in Simulation-Based Critical Care Education: A Bibliometric and Cluster Analysis.Nursing in critical care · 2026Review
- Enhancing learning gains through gamification and collaborative learning strategies.Frontiers in medicine · 2026Article
- Rheum4Games: A Game-Based Board Review to Enhance Confidence and Knowledge in Rheumatology for Internal Medicine Residents.MedEdPORTAL : the journal of teaching and learning resources · 2026Article
- RheumQuest: A Gamified Approach to Musculoskeletal Education.MedEdPORTAL : the journal of teaching and learning resources · 2026Article
- Gamification in Enzymology with CARBGAME (CARd and Board GAmes in Medical Education).Methods in molecular biology (Clifton, N.J.) · 2026Article
- Flipped classroom and technology-enhanced learning in dermatology education: evidence, implementation, and future directions.Frontiers in medicine · 2026Review
- Development of digital learning tools for medical education with agile scrum methodology.BMC medical education · 2025Article
- Open-Access Web-Based Gamification in Pharmacology Education for Medical Students: Quasi-Experimental Study.JMIR medical education · 2025Article
- Gamification of Critical Care Medical Education: ICUlympics.ATS scholar · 2025Article
29 more citing papers are in PubMed but not listed here.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
8 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
introductionThe last decade has seen many changes in graduate medical education training in the USA, most notably the implementation of duty hour standards for residents by the Accreditation Council of Graduate Medical Education. As educators are left to balance more limited time available between patient care and resident education, new methods to augment traditional graduate medical education are needed.
objectivesTo assess acceptance and use of a novel gamification-based medical knowledge software among internal medicine residents and to determine retention of information presented to participants by this medical knowledge software.
methodsWe designed and developed software using principles of gamification to deliver a web-based medical knowledge competition among internal medicine residents at the University of Alabama (UA) at Birmingham and UA at Huntsville in 2012-2013. Residents participated individually and in teams. Participants accessed daily questions and tracked their online leaderboard competition scores through any internet-enabled device. We completed focus groups to assess participant acceptance and analysed software use, retention of knowledge and factors associated with loss of participants (attrition).
resultsAcceptance: In focus groups, residents (n=17) reported leaderboards were the most important motivator of participation. Use: 16 427 questions were completed: 28.8% on Saturdays/Sundays, 53.1% between 17:00 and 08:00. Retention of knowledge: 1046 paired responses (for repeated questions) were collected. Correct responses increased by 11.9% (p<0.0001) on retest. Differences per time since question introduction, trainee level and style of play were observed. Attrition: In ordinal regression analyses, completing more questions (0.80 per 10% increase; 0.70 to 0.93) decreased, while postgraduate year 3 class (4.25; 1.44 to 12.55) and non-daily play (4.51; 1.50 to 13.58) increased odds of attrition.
conclusionsOur 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.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.