More Research Needed to Evaluate Incorporation of Gamification in Medical Education Platforms

What is the current state of gamification within otolaryngological educational platforms, how does it compare with gamification within the broader medical field, and in what direction should it go?

BOTTOM LINE

There is limited research regarding gamification in medical educational platforms and, despite many simulation studies and attempts to include it, the medical community, including otolaryngology, has not fully embraced gamification within residency education.

BACKGROUND: In recent years, multiple medical specialties have incorporated gamification elements into education platforms. Unlike traditional video games that blend game platforms, technology, or actual games with a particular industry, gamified platforms combine an existing goal with game elements to enhance that goal and are primarily used for didactic lessons.

STUDY DESIGN: Narrative review.

SETTING: Department of Otolaryngology–Head and Neck Surgery, University of Texas, Medical Branch, Galveston, Texas.

SYNOPSIS: Researchers identified 13 studies that met their criteria, each including at least three gamification elements. They sought to evaluate seven established, consolidated components—a point system/leaderboards, question banks or gradable content, social interaction with other participants, progress or levels, immediate feedback, and badges/icons or a reward system—and one novel component, a story line. Ten of the studies incorporated leaderboards, feedback, and social interaction; eight incorporated a question bank; and four incorporated progress bars, rewards, and a story line. The one otolaryngology study incorporated a point system, instant feedback/solution after a question was answered, player-to-player communication, and a leaderboard. Researchers found evidence of significant progress in research on the use of serious games to teach surgical and laparoscopic skills using popular platforms, software, and simulators, but noted that gamification itself had less of an impact on residency education. They cite the main advantage of gamification as user engagement with content and with other residents and called for more studies to determine the elements needed to enhance its use in residency education. Study limitations included the scarcity of gamification research.

CITATION: Westenhaver ZK, Africa RE, Zimmerer RE, et al. Gamification in otolaryngology: A narrative review. Laryngoscope Investig Otolaryngol. 2021;7:291–298.