SynthesisFrontiers in medicine2026
Gamification in genetics, genomics, and pharmacogenomics education: a bibliometric analysis of research trends, collaboration, and emerging themes (2000-2025).
Synthesis in Frontiers in medicine, 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
11 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The rapid expansion of genomics and pharmacogenomics technologies has created an urgent need for education in genetics, genomics, and pharmacogenomics. Despite their importance in biomedical science and clinical practice, these disciplines remain conceptually challenging to teach and learn, often characterized by low learner engagement and limited conceptual understanding. Gamification, defined as the use of game-based elements to enhance learning experiences, has increasingly been adopted in health and science education to improve motivation, engagement, and skill development. However, evidence describing how gamification has been applied within genomic and pharmacogenomic education remains limited. This study presents a bibliometric analysis of global research trends and thematic developments in gamification applied to genetics, genomics, and pharmacogenomics education between 2000 and 2025. A systematic search of Web of Science, Scopus, and PubMed identified 112 eligible peer-reviewed studies involving gamified educational interventions targeting human learners. Bibliometric analyses were conducted using R and the Bibliometric package to evaluate publication growth, author productivity, institutional affiliations, keyword co-occurrence, and country level collaboration patterns. Results indicate minimal research activity in early years, followed by increased publication growth after 2015. Research output was dominated by institutions in high income countries, with limited contributions from low- and middle-income regions, including the Middle East and North Africa. Thematic analysis revealed emphasis on student engagement, interactive learning, simulation, and digital tools, alongside emerging interest in pharmacogenomics education. Few studies addressed long term learning outcomes. This bibliometric analysis identifies research gaps and informs future educational innovation in genomic and pharmacogenomic education. Systematic review registration: https://osf.io/5yc9r/overview.
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.