ArticleJournal of education and health promotion2026
Global scientific production on gamification in medical education: A bibliometric exploration.
Article in Journal of education and health promotion, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundGamification has emerged as an innovative strategy in medical education, incorporating game dynamics that enhance motivation, active learning, and clinical skills development. Despite its growing adoption, a comprehensive global bibliometric analysis characterizing its development and trends is still lacking. MATERIALS AND
methodsA descriptive bibliometric study was conducted using the Scopus database to identify articles on gamification in medical education published between 2019 and 2024. A total of 293 original articles were selected based on inclusion and exclusion criteria. Productivity, visibility, and impact indicators were analyzed using SciVal and VOSviewer tools.
resultsTeresa Chan (Canada) was identified as the most productive author, while Tobias Raupach had the highest average citations per article. McMaster University and Assistance publique - Hôpitaux de Paris were the most productive institutions. BMC Medical Education published the highest number of articles, whereas JMIR Serious Games showed the greatest impact per publication. Five thematic clusters were identified in the co-occurrence network, with "gamification" and "medical education" as central terms. The United States led in publication volume and international collaborations, particularly with Canada, Germany, and India.
conclusionScientific production on gamification in medical education demonstrates a growing trend, with consolidated collaboration networks and publications in high-impact journals. However, opportunities remain to expand its implementation in real clinical settings and specialized training. Bibliometric analysis enables the identification of knowledge gaps and can guide future research toward underexplored areas, enhancing the effective integration of gamification into global medical education.
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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.