Expanding access to magnetic resonance education through open-source web tutorials.

This study presents a tool that introduces the fundamental concepts of magnetic resonance (MR) by integrating related science, technology, engineering, arts, and mathematical (STEAM) topics in the form of games to improve the access to MR education.

"CARBGAME" (CARd & Board GAmes in Medical Education): a gamification innovation to foster active learning in biochemistry for medical students.

Diving into the realm of game-based learning, the "CARBGAME"(CARd & Board GAmes in Medical Education) is an innovative series of games that reimagines the way medical students learn complex but essential chapters. In the pilot study, there was a highly significant improvement in the academic performance of students in the chapter "Vitamins." All the students perceived CARBGAME to be highly rewarding in terms of creating engaging and meaningful learning experiences. Recognizing the benefit of games in medical education, we strongly recommend the implementation of CARBGAME for essential topics in physiology education to create a more dynamic and engaging learning environment for students.NEW & NOTEWORTHY "CARBGAME" (CARd & Board GAmes in Medical Education) creates a unique and fun-filled educational environment where students learn complex but essential medical chapters in a gamified manner using cards and boards. This customizable innovation is strengthened with fundamental educational principles to promote engaging and meaningful learning experiences for students.

"Aquilibria: The battle to balance"-a narrative card and board game on acid-base regulation for first-year medical students.

Recognizing the growing value of game-based learning in medical education, this study aims to evaluate the effectiveness of the innovation, "Aquilibria: The Battle to Balance," a creative narrative card and board game to help improve learners' understanding and application of the concepts of acid-base balance. In this mixed-method study, 120 first-year medical students participated. The innovation employed a card and board style integrated with a captivating story. Students were divided into small groups of six each with a facilitator. Following this, the posttest was conducted to compare the educational gain. Also, students' perceptions about the game were obtained using a 32-item questionnaire on a 5-point Likert scale. In addition to this, the confidence level among students to understand and interpret the concepts of acid-base regulation before and after the game was obtained using a 10-item questionnaire on a 5-point Likert scale. Furthermore, for qualitative data, short interviews with open-ended questions were conducted and thematic analysis was performed. The results showed a highly significant improvement in academic performance from a pretest score of 7.57 ± 1.07 (means ± SD) to 16.14 ± 1.80 in the posttest with a P value of <0.0001. There was a notable increase in confidence among learners after the game, and highly positive student feedback was received. These findings support the growing recognition of narrative game-based learning as a valuable and engaging strategy in medical education, offering a promising avenue for fostering deeper understanding and retention of complex medical concepts.NEW & NOTEWORTHY This innovation is a captivating blend of storytelling, cards, and board gameplay to facilitate the learning of acid-base regulation. This engaging game offers a wealth of questions and diverse case scenarios, allowing learners to repeatedly explore and grasp the intricacies of acid-base balance. What sets this game apart is its robust assessment strategy, supported by overwhelmingly positive feedback and marked academic improvement. This innovation is a must-have for students seeking a dynamic and effective learning experience.

Impact of a game-based interprofessional education program on medical students' perceptions: a text network analysis using essays.

BACKGROUND: The increasing complexity of the healthcare environment and the necessity of multidisciplinary teamwork have highlighted the importance of interprofessional education (IPE). IPE aims to enhance the quality of patient care through collaborative education involving various healthcare professionals, such as doctors, nurses, and pharmacists. This study sought to analyze how game-based IPE activities influence students' perceptions and reflective thinking. It also aimed to identify the shifts in perception and effectiveness caused by this educational approach. METHODS: The study is based on a game-based IPE program conducted at University A, involving medical and nursing students in structured learning and team-based activities. Data were collected using essays written by the students after they had participated in IPE activities. Text network analysis was conducted by extracting key terms, performing centrality analysis, and visualizing topic modeling to identify changes in students' perceptions and reflective thinking. RESULTS: Keywords such as "patient," "thought," "group," "doctor," "nurse," and "communication" played a crucial role in the network, indicating that students prioritized enhancing their communication and problem-solving skills within the educational environment. The topic modeling results identified three main topics, each demonstrating the positive influence of game-based collaborative activities, interprofessional perspectives, and interdisciplinary educational experiences on students. Topic 3 (interdisciplinary educational experience) acted as a significant mediator connecting Topic 1 (game-based collaborative activity experience) and Topic 2 (interprofessional perspectives). CONCLUSION: This study demonstrates that game-based IPE activities are an effective educational approach for enhancing students' team building skills, particularly communication and interprofessional perspectives. Based on these findings, future IPE programs should focus on creating collaborative learning environments, strengthening communication skills, and promoting interdisciplinary education. The findings provide essential insights for educational designers and medical educators to enhance the effectiveness of IPE programs. Future research should assess the long-term impacts of game-based IPE on clinical practice, patient outcomes, and participants' professional development.

"Pharmacotrophy": a playful tournament for game- and team-based learning in pharmacology education - assessing its impact on students' performance.

BACKGROUND: At the Faculty of Pharmacy of Paris, we conducted a pharmacology tournament in 2021 and 2022, named "Pharmacotrophy", to offer a game-, team- and competitive-based learning innovation based on fun and challenge. This article aims to (1) provide a detailed overview of the organisation of "Pharmacotrophy," (2) present and compare feedback from both students and teachers, and (3) assess the impact of student participation on their exam marks. METHODS: "Pharmacotrophy" took place in 2021 and 2022 over a two-week period at the beginning of the exam revision phase. It involved a combination of remote matches using the online quiz creation tool Kahoot!® and in-person matches. Teams, consisting of three students from the 4th or 5th year, participated in several selection rounds leading up to the final match. The questions covered various topics from the pharmacology curriculum. Using an anonymous online survey, we collected the feedback from students and teacher regarding the organisation of the tournament and the interest and difficulty of the different type of questions. We retrospectively compared the exam marks of 4th year students who took part in "Pharmacotrophy" (n2021 = 19 and n2022 = 20) with those of the rest of the 4th year (n2021 = 315-320 and n2022 = 279-281), both in the year before "Pharmacotrophy" and just after the tournament. RESULTS: Students highlighted the educational benefits of team-based and game-based learning. This novel approach positively and constructively motivated students to review pharmacology. Additionally, students appreciated the establishment of a trust-based relationship with their teachers. All students had a similar pharmacology level based on their exam results in the year before "Pharmacotrophy." After the tournament, participants had marks 20.1% higher in pharmacology questions compared to non-participants (p = 0.02), while they had comparable overall levels, as evidenced by their final grade averages and marks in non-pharmacology questions. Moreover, participants who advanced further in the competition achieved higher marks in pharmacology questions compared to those who were eliminated early in the tournament. CONCLUSION: The implementation of "Pharmacotrophy" provided students with an enjoyable way to review pharmacology coursework and revived the interest in pharmacology for some. Specifically, participating in "Pharmacotrophy" led to an increase in pharmacology marks for students who were not among the top performers in the class or did not excel in pharmacology in the previous year. This study quantified the pedagogical value of this innovative curriculum in terms of knowledge acquisition.

Effects of adaptive scaffolding on performance, cognitive load and engagement in game-based learning: a randomized controlled trial.

BACKGROUND: While game-based learning has demonstrated positive outcomes for some learners, its efficacy remains variable. Adaptive scaffolding may improve performance and self-regulation during training by optimizing cognitive load. Informed by cognitive load theory, this study investigates whether adaptive scaffolding based on interaction trace data influences learning performance, self-regulation, cognitive load, test performance, and engagement in a medical emergency game. METHODS: Sixty-two medical students from three Dutch universities played six game scenarios. They received either adaptive or nonadaptive scaffolding in a randomized double-blinded matched pairs yoked control design. During gameplay, we measured learning performance (accuracy, speed, systematicity), self-regulation (self-monitoring, help-seeking), and cognitive load. Test performance was assessed in a live scenario assessment at 2- and 6-12-week intervals. Engagement was measured after completing all game scenarios. RESULTS: Surprisingly, the results unveiled no discernible differences between the groups experiencing adaptive and nonadaptive scaffolding. This finding is attributed to the unexpected alignment between the nonadaptive scaffolding and the needs of the participants in 64.9% of the scenarios, resulting in coincidentally tailored scaffolding. Exploratory analyses suggest that, compared to nontailored scaffolding, tailored scaffolding improved speed, reduced self-regulation, and lowered cognitive load. No differences in test performance or engagement were found. DISCUSSION: Our results suggest adaptive scaffolding may enhance learning by optimizing cognitive load. These findings underscore the potential of adaptive scaffolding within GBL environments, cultivating a more tailored and effective learning experience. To leverage this potential effectively, researchers, educators, and developers are recommended to collaborate from the outset of designing adaptive GBL or computer-based simulation experiences. This collaborative approach facilitates the establishment of reliable performance indicators and enables the design of suitable, preferably real-time, scaffolding interventions. Future research should confirm the effects of adaptive scaffolding on self-regulation and learning, taking care to avoid unintended tailored scaffolding in the research design. TRIAL REGISTRATION: This study was preregistered with the Center for Open Science prior to data collection. The registry may be found at https://osf.io/7ztws/ .

[Concept and implementation of an adaptive digital hearing training system for cochlear implant aftercare]. / Konzept und Umsetzung eines adaptiven digitalen Hörtrainingssystems für die Cochlea-Implantatnachsorge.

BACKGROUND AND OBJECTIVE: Within the context of an interdisciplinary research project, we created a cutting-edge prototype of an adaptive digital auditory training system designed for cochlear implant (CI) users. By leveraging the evidence-centered design (ECD) framework, we integrated a dynamic difficulty adjustment feature that tailors the experience to the unique performance capabilities of each individual user. METHODS: The ECD provides a conceptual design framework suitable for complex assessments of competence and dynamic performance. In the first phase, the domain of hearing was first defined in the context of CI users. In the development phase the three core models of the ECD, the competence model, the evidence model, and the task model, were developed and implemented. In addition, an asset pool of sound and language files was created, which included comprehensive linguistic feature descriptions for calculating item difficulties. RESULTS: Based on the requirements described, an adaptive exercise generator, an AI service, and other components were implemented. This included the development of a game environment and a dashboard for patient data management. The exercises' difficulty levels were determined based on various parameters (e.g., sound, word frequency and number of words, grammatical properties) in combination with defined task types and levels. CONCLUSION: An adaptive digital auditory training system can help to supervise and train CI patients in a continuous, interactive process based on their individual needs. We see the ECD as an effective way to build a user-based adaptive system.

Forbidden Neurds: A Neuroscience Word Game.

Game-based learning is a promising approach that can promote engagement and deep learning of course content in a fun setting. This article describes the development, implementation, and evaluation of a card game designed to help students develop greater familiarity and comfort with complex neuroscience vocabulary. To play Forbidden Neurds, students within a team take turns acting as the Lead Neurd, who must get the team to guess a Neuroscience word without using any of the Forbidden words listed on the card. The game is designed to help students develop a deeper understanding of neuroscience terminology, identify relationships between terms, identify gaps in their understanding, and reinforce learning. The game was evaluated in a 200-level fundamentals of neuroscience course at a small public liberal arts university. Students showed increased content knowledge through pre-post testing, and a post-game self-reported survey showed that playing Forbidden Neurds enabled students to assess, increase, and apply content knowledge. Gameplay also helped students develop greater communication, critical thinking, and teamwork skills. In addition, students reported experiencing greater engagement through this fun learning activity. This game could act as an adaptable and effective learning tool across a range of neuroscience courses.

You're Getting on My Nerves! A board Game to Teach Action Potential Propagation and Cable Properties.

Electrophysiology is one of the most intimidating topics within the foundational neuroscience curriculum to most undergraduate students. Keeping student attention and engagement during these lectures is equally challenging for educators. Game-based learning is used in many disciplines and levels of education and allows students to apply what they have learned and build community within the classroom. You're Getting on my Nerves was created to help students apply their knowledge of cable properties and practice vocabulary terms with their peers. This board game was originally created using inexpensive products but is also now available for purchase, allowing educators the flexibility to use the game within their budget and available timeframe. Additionally, it can be scaled from introductory to advanced levels and act as a relaxed and entertaining study tool. Students learn what changes in the cell can increase or decrease the action potential's ability to propagate down the axon and begin to describe different cable properties. Each player receives a card to keep track of the amplitude of their action potential. The goal is to move their game piece from the axon hillock to the axon terminal without decaying their action potential to 0. Players draw game cards that instruct them on where to move along the gameboard. The gameboard has color-coded spaces with changes in the axon. Students begin to quickly learn which changes in the cell allow their game piece to propagate forward as they compete with their peers to reach the axon terminal.

The Efficacy of a Novel Board Game to Teach Cable Properties to Introductory Neuroscience Undergraduate Students.

Engagement activities in large classrooms (>100 students) are difficult due to space constraints, number of participants, and overall noise. Additionally, electrophysiological concepts in foundational neuroscience courses can be confusing and lack excitement. Providing students an opportunity to further engage in the material they are learning and apply their knowledge promotes community in the classroom, a deeper understanding of the topic, and an overall increase in retention. Game-based learning has been used in education across all levels and disciplines to provide students with this opportunity. You're Getting on my Nerves is a board game created to offer students a fun way to learn and apply cable properties of action potential propagation. This game allows students to practice vocabulary terms, apply their knowledge of changes in the cell that impact the speed of an action potential, and develop comradery with their classmates. In this article, we have assessed the board game for its efficacy in teaching concepts of cable properties, its ability to promote engagement in a large classroom, its feasibility and timing with a large class, and its potential to elicit comparable formative assessment scores to students who learned these concepts through didactic lecture. Overall, the board game was feasible for a large class to complete within the class period. The results showed an increase in understanding and retention of the material in addition to preference over didactic lectures with students reporting higher engagement, interaction with their peers, and enjoyment in the activity.

[Gamification and Game-Based Learning in Nursing Education].

With the recent rapid changes in the medical environment and technology, traditional teaching methods are no longer sufficient to meet current professional needs. There is an increasing demand for emerging technologies in higher education, necessitating more interactive and personalized educational approaches. Hence, educators are exploring innovative teaching interventions, including digital simulations and gamified learning, to enhance motivation and engagement in learning. In this article, the concept and core elements of gamified learning are introduced and related methods applicable to nursing education such as digital simulations, virtual reality, tabletop games, and escape rooms are described. In addition, gamification teaching techniques that enhance student learning motivation as well as improve learning outcomes in theory and practice are discussed. Gamified learning enables nursing students to practice in rich and diverse interactive simulated environments. Using appropriate teaching strategies, the gamified approach to learning can strengthen critical thinking, problem-solving abilities, and communication confidence in students. Designing game mechanisms and methods that align with educational objectives and mastering the key principles of gamified teaching is an effective approach to diversifying and enhancing the effectiveness of learning activities in the classroom.

[The Diverse Development and Clinical Application of Game-Based Learning].

The effectiveness of game-based learning strategies lies in the ability of these strategies to engage learners and enhance their motivation to learn. This is particularly important for today's younger generations, which are known to respond better to visual rather than textual information. Gamified education provides stimulating, realistic, and enjoyable learning experiences, helping students understand complex nursing knowledge and skills. The diversity of game-based learning tools, including based board games, escape room games, digital games, simulation games, mobile serious games, and virtual reality games, not only enhances students' learning effectiveness and skills but also improves their problem-solving abilities, communication skills, and ability to cope with various challenges in clinical care. In general, game-based learning is a strategy with great potential and importance. This strategy not only has profound implications for modern nursing education and clinical practice but also, through its promotion of innovative thinking and diversified applications, can effectively promote the learning motivation of nursing professionals, improve teaching effectiveness, and enhance professional abilities and self-directed learning capabilities. In an era in which medical knowledge is constantly evolving, game-based learning should be promoted and utilized to cultivate nursing professionals' capabilities effectively.

Researchers' Theater: Enhancing Student Engagement in an Introductory Research Course.

Research coursework can be challenging for occupational therapy students, thus potentially compromising their engagement in learning. A student engagement framework was used to design and implement an innovative assignment called Researchers' Theater with a cohort of 38 first-semester occupational therapy students. At the beginning of each class, a small group of students led a creative activity to review topics from the preceding week. Student feedback survey results and instructors' observations suggest this framework contributed to students' affective, behavioral, and cognitive engagement. Findings also highlight the potential value of student-led, game-based learning for reinforcing course content.

Game-based learning as training to use a chemotherapy preparation robot.

INTRODUCTION: In 2015, our university hospital pharmacy acquired the PharmaHelp robot system to automate part of its chemotherapy production. Complex technical use, downtime periods, and insufficient training caused a drop in motivation and disparities in operators' knowledge. We created a short, playful, standardized, gamed-based training program to address this, and evaluated its impact. METHODS: Operators were classified as trainers or trainees according to their knowledge about Information and Communication Technologies. Before, after the training, and at 6 months (6M), their robot knowledge was assessed on a 0-24-scale, motivation and self-efficacy in using it on 0-to-100 scales. Pairwise comparison t-test with Bonferroni adjustment was used (p < 0.05 considered significant). Satisfaction was measured using a six-point Likert scale. Trainer/trainee teams participated in 2-hour training sessions with three games and a debriefing. For "Knowing the manufacturing steps," cards with the steps were placed in the correct order. For "Knowing the criteria for using the robot," teams guessed whether certain compounds could be used with the robot. For "Knowing how to handle production errors," the answer to each error (taken from real-life issues) was selected from four options. RESULTS: Participants (n = 14) were very satisfied about sessions' interactivity and playfulness. Knowledge improved from 57% pretraining to 77% (p < 0.005) to 76.6% (6M) (p < 0.05 compared to pretraining). Motivation and self-efficacy, respectively, improved from 57.6% to 86.6% (p < 0.05) to 70.4% (6M) and from 48.5% to 75.6% (p < 0.05) to 60.2% (6M) (p > 0.1 compared to pretraining) (t-test). CONCLUSIONS: This highly appreciated training program efficiently improved knowledge retention out to six months.

Evaluation of registered nurses' interprofessional emergency care competence through the gamification of cardiopulmonary resuscitation training: a cross-sectional study.

BACKGROUNDS: Cardiopulmonary resuscitation (CPR) training is generally led by instructors in a classroom; thus, conventional teaching materials used in CPR training are often constrained by spatiotemporal factors, limiting learners' interest and sense of achievement in learning and preventing them from effectively applying what they learn in practice. For greater effectiveness and more flexible application, clinical nursing education has increasingly emphasized contextualization, individualization, and interprofessional learning. This study determined the self-assessed emergency care competencies of nurses who received gamified emergency care training and explored the factors associated with those competencies. METHODS: Quota sampling of nurses working at a certain regional hospital in central Taiwan was conducted, and a structured questionnaire was administered to the recruited nurses. A total of 194 valid responses were collected. The research tool was a scale measuring the participants' emergency care competencies after they received gamified emergency care training. The data were analyzed using descriptive and inferential statistics and multiple regression. RESULTS: Of the recruited participants, 50.52% were ≤ 30 years old; 48.45% worked in the internal medicine department; 54.64% graduated from 2-year university technical programs; 54.12% were N2 registered nurses; 35.57% and 21.13% had ≥ 10 and 1-3 years of work experience, respectively; and 48.45% worked in general wards. User need (r = 0.52, p = 0.000), perceived usefulness (r = 0.54, p = 0.000), perceived ease of use (r = 0.51, p = 0.000), and usage attitude (r = 0.41, p = 0.000) were positively correlated with emergency care competencies. Furthermore, the multiple regression analysis revealed that perceived usefulness was the primary factor associated with the participants' emergency care competencies. CONCLUSIONS: The results of this study may serve as a reference for acute care facility authorities in designing advanced nursing competency standards and emergency care training programs for nurses.

Performance in Kahoot! activities as predictive of exam performance.

BACKGROUND: Game-based learning (GBL) is effective for increasing participation, creativity, and student motivation. However, the discriminative value of GBL for knowledge acquisition has not yet been proven. The aim of this study is to assess the value of Kahoot! as a discriminative tool for formative assessment in medical education in two different subjects. METHODS: A prospective experimental study was conducted on a sample of 173 students enrolled in neuroanatomy (2021-2022). One hundred twenty-five students individually completed the Kahoot! prior to the final exam. In addition, students enrolled in human histology during two academic courses were included in the study. The control group course (2018-2019) received a traditional teaching methodology (N = 211), while Kahoot! was implemented during 2020-2021 (N = 200). All students completed similar final exams for neuroanatomy and human histology based on theory tests and image exams. RESULTS: The correlation between the Kahoot score and the final grade was analyzed for all students enrolled in neuroanatomy who completed both exercises. The correlation between the Kahoot exercise and the theory test, image exam and final grade was significantly positive in all cases (r = 0.334 p < 0.001, r = 0.278 p = 0.002 and r = 0.355 p < 0.001, respectively). Moreover, students who completed the Kahoot! exercise obtained significantly higher grades in all parts of the exam. Regarding human histology, the theory tests, image exams and final grades were significantly higher when using Kahoot! versus the "traditional" methodology (p < 0.001, p < 0.001 and p = 0.014, respectively). CONCLUSIONS: Our study demonstrates for the first time that Kahoot! can be used to improve and predict the final grade in medical education subjects.

Location-Based Augmented Reality for Cultural Heritage Communication and Education: The Doltso District Application.

Location-based Augmented Reality applications are increasingly used in many research and commercial fields. Some of the fields that these applications are used are recreational digital games, tourism, education, and marketing. This study aims to present a location-based augmented reality (AR) application for cultural heritage communication and education. The application was created to inform the public, especially K12 students, about a district of their city with cultural heritage value. Furthermore, Google Earth was utilized to create an interactive virtual tour for consolidating the knowledge acquired by the location-based AR application. A scheme for evaluating the AR application was also constructed using factors suitable for location-based applications: challenge, educational usefulness (knowledge), collaboration, and intention to reuse. A sample of 309 students evaluated the application. Descriptive statistical analysis showed that the application scored well in all factors, especially in challenge and knowledge (mean values 4.21 and 4.12). Furthermore, structural equation modeling (SEM) analysis led to a model construction that represents how the factors are causally related. Based on the findings, the perceived challenge significantly influenced the perceived educational usefulness (knowledge) (b = 0.459, sig = 0.000) and interaction levels (b = 0.645, sig = 0.000). Interaction amongst users also had a significant positive impact on users' perceived educational usefulness (b = 0.374, sig = 0.000), which in turn influenced users' intention to reuse the application (b = 0.624, sig = 0.000).

Techniques for Increasing Educational Motivation and the Need to Assess Students' Knowledge: The Effectiveness of Educational Digital Games in Learning English Grammatical Material.

Educational digital games can be an effective way to teach English grammatical material because they provide an interactive and engaging learning experience. The purpose of this study is to clarify how playing digital games affects students' motivation and performance in university-level English grammar classes. [The North-Eastern Federal Institute of MK Ammosova in Neryungri] used a quasi-experimental study, testing, respondent survey, and statistical data analysis method for this purpose. 114 Fourth-year students were the participants, and they were split into the experimental and control groups at random. Students in the experimental group were given a learning format that included the use of digital games designed to teach English grammar (Quizlet and Kahoot!). The traditional teaching strategies offered by the university curriculum were used with the students in the control group (written assignments, textbooks, presentations, and tests). The post-test revealed that the control group's results were nearly identical to those of the pre-test. The students in the experimental group performed better. The proportion of students scoring "poor" fell from 30 to 10%, while the proportion scoring "moderate" fell from 42 to 27%. The "good" score increased from 17 to 40%, and the "excellent" score increased from 11 to 23%. These results suggest that digital games are a more productive and effective tool for teaching English grammar than traditional games. Students were also highly motivated, as they found digital games to be both entertaining and effective for language acquisition. Academic performance did not significantly improve. Based on this, future research might create electives or courses that teach English grammar more successfully using gamification techniques. These results can also be used to guide future research in education, language acquisition, and modern technology.

The Good Behaviour Game: Maintaining students' physical distancing in physical education classes during the COVID-19 pandemic.

Background: Maintaining physical distancing is one of the most important steps to enforce in educational institutions to reduce the risk of transmission of COVID-19. However, close proximity and physical contact between students are often considered 'normal' during physical education (PE) classes, making it challenging for PE teachers to ensure physical distancing. Objectives: The aim of this study was to assess the effect of the implementation of the Good Behaviour Game (GBG) in maintaining physical distancing in PE settings in times of the COVID-19 pandemic. Method: In a quasi-experimental design, two groups were separately designated as an experimental group (20 classes involving 220 students) and a control group (20 classes involving 231 students). They were all enrolled in the eighth grade of the Tunisian education system. In the experimental group, the PE teacher managed physical distancing by administering the GBG. Physical distancing was evaluated by direct observation of videos of filmed PE sessions using a code grid. It was measured twice for the two groups using Kinovea software. Results: Quantitative data analyses showed that the level of maintaining physical distancing increased after the GBG intervention in the experimental group (p < .001). Furthermore, greater percent changes between pre- and post-intervention were identified in the experimental group compared to the control group (120% vs 1%, respectively). Conclusion: The GBG was effective in ensuring students' physical distancing when implemented in PE settings.

Challenge GP: using gamification to bring the reality and uncertainty of a duty doctor's surgery to early year medical students.

Exposing medical student cohorts to the lived reality of uncertainty and complexity experienced by GPs is challenging to achieve. We present a novel teaching concept: 'Challenge GP' designed for early years students. Gamification methodology is used to reproduce key elements of the 'duty GP' experience in a classroom setting where working in teams, students play a competitive card game. Cards drawn at random pose scenarios based on practical, logistical, and ethical dilemmas of a duty doctor surgery. Each team discusses whether to score by reporting a decision or play special cards to pass the dilemma onto, or collaborate with, another team. Answers are facilitated and scored by a GP tutor.Student feedback demonstrated highly effective learning for clinical reasoning, risk management and problem-solving. Students were exposed to the uncertainty and complexity of real-life medicine. Gamification, through competitiveness, increased task engagement. Students learned the value of working in teams under time pressure and grew in confidence by sharing knowledge in a safe environment. Students were enabled to think, feel and practise as real-life clinicians. This became a powerful force in contextualising their theory-based knowledge, aided understanding of the GP role and opened their eyes to a possible career in general practice.