Integrating Gamification and Flipped Classroom Strategies in Medical Education: A Classroom Action Research on Lower Urinary Tract Symptoms.

Introduction: Traditional narrative lectures in medical education often result in cognitive overload and disengagement. Flipped classrooms offer a feasible alternative by promoting active learning and preparation. We integrated flipped classroom strategies with gamification to enhance learning in lower urinary tract symptoms (LUTS) education. Methods: Fifth-year medical students enrolled in the Preoperative to Postoperative Care V course, comprising 112 hours of clinical training and 24 lectures, participated in this educational session. Students received preclass materials and completed presession tests and psychometric assessments. During the 90-minute LUTS session, interactive Kahoot! quizzes were administered in three segments, covering classification, differential diagnosis, and treatment of LUTS, followed by a postsession test and summative assessment. Data were analyzed using nonparametric and Spearman's rank correlation tests. Results: Of 162 students completing the presession test, 115 completed the postsession test and psychometric evaluation. Significant improvements were observed across all objective domains. The mean confidence level (on a 5-point Likert scale) increased from 2.78 to 4.26 ( Discussion: Combining a flipped classroom approach and gamification fostered active learning, improved engagement, and enhanced knowledge retention in LUTS education. These findings support innovative teaching and inform future research on long-term clinical practice.