ArticleThe clinical teacher2026
'Dragon's Den': Gamifying Handover Skills Teaching.
Article in The clinical teacher, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
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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.
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Who cites it
1 citing paper in PubMed.
- 'Dragon's Den': Gamifying Handover Skills Teaching.The clinical teacher · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundEffective communication during patient handovers is critical to ensuring patient safety. While previous teaching methods locally have been successful, they have typically relied on substantial faculty input and resources. Drawing inspiration from contemporary approaches to small group learning, this study explores the impact of a gamified clinical simulation-delivered through an interactive, 'Dragon's Den'-style format-on medical students' self-reported confidence and preparedness in handover and referral skills. APPROACH: A 90-min workshop was developed incorporating a 'Dragon's Den'-inspired activity. Students assumed the role of 'investors', in teams, using a structured checklist to evaluate pre-recorded video handovers. This was followed by paired practice of referrals with fictional clinical scenarios, during which students gave and received peer feedback, using the same checklist. Paired pre- and postsession responses were collected via Wooclap to assess changes in self-reported confidence and preparedness. An anonymous free-text feedback form was also distributed following the session. EVALUATION: Quantitative analysis revealed a statistically significant improvement in both confidence and preparedness. Thematic analysis of qualitative feedback highlighted that students found the session engaging, relevant, and valuable; however, some expressed a desire for additional resources and suggested the session may be beneficial if scheduled earlier in the curriculum. IMPLICATIONS: This study supports the use of gamified clinical simulation as an effective method for teaching handover skills. The peer-led, experiential format offers a scalable, low-resource approach that aligns well with the constraints of modern medical curricula. Moreover, this model carries potential for broader application in wider educational settings.
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Registered trials
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