“Night On Call”: Evaluating a Serious Game for Knowledge Application in a Transition to Residency Course at a Regional Medical Campus

Abstract

Educators are looking for innovations that disrupt education. Games, as an educational learning tool, force learners to apply knowledge in new ways and use critical thinking skills. The interactivity and competition in games are motivating factors. A group of educators in Charlotte, NC designed an educational game “Night On Call” as the capstone of the Transition to Residency course for 4th year medical students at a branch campus of the University of North Carolina School of Medicine in Charlotte, NC. This game was designed after escape-room style games; it featured ten different challenges, each reflecting cases, patient scenarios, or skills critical for success during the intern year. Fourth year students participated in this game on the last day of their Transition to Residency course. Upon completion of the game, students provided feedback through an anonymous survey and a group debrief session. Overall, the students felt that this serious game was a fun way to end the Transition to Residency course and that educational games help with knowledge retention and application and the challenges reflected tasks they may see in intern year.