{"title":"Bingo! Gamifying Pediatric Rheumatology Education One Square at a Time.","authors":"Miriah Gillispie-Taylor","doi":"10.5334/pme.1749","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>Childhood rheumatic diseases (cRDs) are more prevalent than commonly perceived, yet medical trainees often receive inconsistent exposure to pediatric rheumatology. Many medical schools and residency programs lack affiliated pediatric rheumatologists, contributing to knowledge gaps and delays in diagnosis. With a growing workforce shortage and care disparities, innovative educational approaches are essential.</p><p><strong>Innovation: </strong>We developed an interactive, gamified bingo card to enhance pediatric rheumatology learning. This tool incentivizes engagement through structured clinical exposures, core knowledge tasks, and hands-on activities. Residents achieve \"bingo\" by completing five consecutive squares, each linked to key learning objectives based on American Board of Pediatrics content specifications and institutional clinical encounter data. Game mechanics-challenge, control, rules/goals, and assessment-promote self-directed learning and accountability.</p><p><strong>Implementation & evaluation: </strong>Pediatric and medicine-pediatrics residents used the bingo card during a one-week rotation, with faculty validating completed tasks. In the 2023-2024 academic year, 50 interns received the tool, with 74% submitting completed cards. Residents checked off an average of 12 squares per week, with 31% achieving bingo. Post-rotation surveys (44% response rate) indicated the tool prioritized learning and facilitated faculty feedback. Faculty reported improved teaching efficiency by quickly identifying teaching points yet to be covered.</p><p><strong>Conclusion: </strong>Gamification enhances pediatric rheumatology education within limited clinical experiences. This tool fosters engagement, supports knowledge acquisition, and offers a scalable model for specialized graduate medical education. Future adaptations may expand game elements to further increase motivation and peer collaboration.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"14 1","pages":"399-404"},"PeriodicalIF":3.9000,"publicationDate":"2025-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12493062/pdf/","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Perspectives on Medical Education","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.5334/pme.1749","RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2025/1/1 0:00:00","PubModel":"eCollection","JCR":"Q1","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
引用次数: 0
Abstract
Background: Childhood rheumatic diseases (cRDs) are more prevalent than commonly perceived, yet medical trainees often receive inconsistent exposure to pediatric rheumatology. Many medical schools and residency programs lack affiliated pediatric rheumatologists, contributing to knowledge gaps and delays in diagnosis. With a growing workforce shortage and care disparities, innovative educational approaches are essential.
Innovation: We developed an interactive, gamified bingo card to enhance pediatric rheumatology learning. This tool incentivizes engagement through structured clinical exposures, core knowledge tasks, and hands-on activities. Residents achieve "bingo" by completing five consecutive squares, each linked to key learning objectives based on American Board of Pediatrics content specifications and institutional clinical encounter data. Game mechanics-challenge, control, rules/goals, and assessment-promote self-directed learning and accountability.
Implementation & evaluation: Pediatric and medicine-pediatrics residents used the bingo card during a one-week rotation, with faculty validating completed tasks. In the 2023-2024 academic year, 50 interns received the tool, with 74% submitting completed cards. Residents checked off an average of 12 squares per week, with 31% achieving bingo. Post-rotation surveys (44% response rate) indicated the tool prioritized learning and facilitated faculty feedback. Faculty reported improved teaching efficiency by quickly identifying teaching points yet to be covered.
Conclusion: Gamification enhances pediatric rheumatology education within limited clinical experiences. This tool fosters engagement, supports knowledge acquisition, and offers a scalable model for specialized graduate medical education. Future adaptations may expand game elements to further increase motivation and peer collaboration.
期刊介绍：
Perspectives on Medical Education mission is support and enrich collaborative scholarship between education researchers and clinical educators, and to advance new knowledge regarding clinical education practices.
Official journal of the The Netherlands Association of Medical Education (NVMO).
Perspectives on Medical Education is a non-profit Open Access journal with no charges for authors to submit or publish an article, and the full text of all articles is freely available immediately upon publication, thanks to the sponsorship of The Netherlands Association for Medical Education.
Perspectives on Medical Education is highly visible thanks to its unrestricted online access policy.
Perspectives on Medical Education positions itself at the dynamic intersection of educational research and clinical education. While other journals in the health professional education domain orient predominantly to education researchers or to clinical educators, Perspectives positions itself at the collaborative interface between these perspectives. This unique positioning reflects the journal’s mission to support and enrich collaborative scholarship between education researchers and clinical educators, and to advance new knowledge regarding clinical education practices. Reflecting this mission, the journal both welcomes original research papers arising from scholarly collaborations among clinicians, teachers and researchers and papers providing resources to develop the community’s ability to conduct such collaborative research. The journal’s audience includes researchers and practitioners: researchers who wish to explore challenging questions of health professions education and clinical teachers who wish to both advance their practice and envision for themselves a collaborative role in scholarly educational innovation. This audience of researchers, clinicians and educators is both international and interdisciplinary.
The journal has a long history. In 1982, the journal was founded by the Dutch Association for Medical Education, as a Dutch language journal (Netherlands Journal of Medical Education). As a Dutch journal it fuelled educational research and innovation in the Netherlands. It is one of the factors for the Dutch success in medical education. In 2012, it widened its scope, transforming into an international English language journal. The journal swiftly became international in all aspects: the readers, authors, reviewers and editorial board members.
The editorial board members represent the different parental disciplines in the field of medical education, e.g. clinicians, social scientists, biomedical scientists, statisticians and linguists. Several of them are leading scholars. Three of the editors are in the top ten of most cited authors in the medical education field. Two editors were awarded the Karolinska Institute Prize for Research. Presently, Erik Driessen leads the journal as Editor in Chief.
Perspectives on Medical Education is highly visible thanks to its unrestricted online access policy. It is sponsored by theThe Netherlands Association of Medical Education and offers free manuscript submission.
Perspectives on Medical Education positions itself at the dynamic intersection of educational research and clinical education. While other journals in the health professional education domain orient predominantly to education researchers or to clinical educators, Perspectives positions itself at the collaborative interface between these perspectives. This unique positioning reflects the journal’s mission to support and enrich collaborative scholarship between education researchers and clinical educators, and to advance new knowledge regarding clinical education practices. Reflecting this mission, the journal both welcomes original research papers arising from scholarly collaborations among clinicians, teachers and researchers and papers providing resources to develop the community’s ability to conduct such collaborative research. The journal’s audience includes researchers and practitioners: researchers who wish to explore challenging questions of health professions education and clinical teachers who wish to both advance their practice and envision for themselves a collaborative role in scholarly educational innovation. This audience of researchers, clinicians and educators is both international and interdisciplinary.
The journal has a long history. In 1982, the journal was founded by the Dutch Association for Medical Education, as a Dutch language journal (Netherlands Journal of Medical Education). As a Dutch journal it fuelled educational research and innovation in the Netherlands. It is one of the factors for the Dutch success in medical education. In 2012, it widened its scope, transforming into an international English language journal. The journal swiftly became international in all aspects: the readers, authors, reviewers and editorial board members.
The editorial board members represent the different parental disciplines in the field of medical education, e.g. clinicians, social scientists, biomedical scientists, statisticians and linguists. Several of them are leading scholars. Three of the editors are in the top ten of most cited authors in the medical education field. Two editors were awarded the Karolinska Institute Prize for Research. Presently, Erik Driessen leads the journal as Editor in Chief.
Perspectives on Medical Education is highly visible thanks to its unrestricted online access policy. It is sponsored by theThe Netherlands Association of Medical Education and offers free manuscript submission.
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