MedEdPORTAL : the journal of teaching and learning resources最新文献

{"title":"Trauma-Informed Care for Intimate Partner Violence and Sexual Assault: Simulated Participant Cases for Emergency Medicine Learners.","authors":"Bridget Matsas, Alysa Edwards, Eleanor M Birch, Stefani Ramsey, Hailey Benesch, Shane Goller, Jillian Phelps","doi":"10.15766/mep_2374-8265.11500","DOIUrl":"10.15766/mep_2374-8265.11500","url":null,"abstract":"<p><strong>Introduction: </strong>Emergency medicine (EM) providers often care for patients who present with concerns related to sexual assault (SA) or intimate partner violence (IPV). However, many providers feel uncomfortable discussing SA and IPV with patients. We aimed to design a curriculum using trauma-informed care principles to improve self-assessed competency in caring for this patient population.</p><p><strong>Methods: </strong>EM learners, including residents, EM physician assistant fellows, and medical students, attended a 25-minute didactic session introducing the concept of trauma-informed care and important questions to ask in IPV and SA cases. Learners then participated in a 15-minute simulated single-patient encounter during which they practiced collecting a trauma-informed history identifying features of IPV or SA and appropriately responding to such disclosures. The encounters were observed by a trained SA medical forensic examiner or a victim advocate. The learners next participated in a 10-minute individual and 15-minute group debrief.</p><p><strong>Results: </strong>Sixteen pre- and 17 postcurriculum self-assessments were completed. There was a statistically significant increase in self-perceived confidence in the learners' ability to collect information (<i>p</i> < .01), use strategies to help patients feel physically and psychologically safe (<i>p</i> < .001), recognize how bias influences patient encounters (<i>p</i> < .05), and provide counseling (<i>p</i> < .05). Learners overall found the learning exercise valuable.</p><p><strong>Discussion: </strong>The exercise introduced learners to trauma-informed care, improved learner confidence, and was well received. Many EM residency programs incorporate simulation into their curriculum; this simulation exercise can be adapted to other programs' educational needs.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"21 ","pages":"11500"},"PeriodicalIF":0.0,"publicationDate":"2025-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11850505/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143504525","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Pulmonopoly: A Game-Based Approach to Teach and Reinforce Basic Concepts of Pulmonary Medicine to Medical Students.","authors":"Michael Dong, James Uricheck, Urvashi Vaid","doi":"10.15766/mep_2374-8265.11493","DOIUrl":"10.15766/mep_2374-8265.11493","url":null,"abstract":"<p><strong>Introduction: </strong>Pulmonopoly is an innovative active-learning medical board game addressses core pulmonary concepts in an engaging, competitive style. The strength of Pulmonopoly lies in its ability to combine ease of setup and play with comprehensive content coverage that comprises a significant proportion of national board examinations, offering a gamification experience that can be readily applied in different settings and modified for learner levels.</p><p><strong>Methods: </strong>We created an instructional game, Pulmonopoly, based on pulmonary content delivered to preclinical medical students and required for national board examinations. We invited first-year medical students to participate in 60-minute small-group sessions. Content addressed pulmonary subject areas of anatomy and pharmacology, physiology, pathophysiology, and more advanced modifier questions. Correct answers were rewarded properties, and victory was achieved when all properties of a neighborhood were collected. Students completed pre- and postintervention surveys with 5-point Likert-scale responses about their experience, understanding of core pulmonary concepts, and whether playing Pulmonopoly reinforced these concepts.</p><p><strong>Results: </strong>Fifty-six first-year medical students participated in the game sessions. The postintervention survey (<i>N</i> = 51), when compared to the preintervention survey (<i>N</i> = 56), demonstrated that students' understanding of 11 core pulmonary concepts was reinforced after playing the board game (average Likert survey scores improved from 3.1 to 4.4). The surveys also provided positive narrative feedback on student engagement and satisfaction.</p><p><strong>Discussion: </strong>Pulmonopoly is an engaging game-based approach to help improve and reinforce core pulmonary concepts for medical students. The game requires minimal setup and preparation and is easily replicable at other institutions.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"21 ","pages":"11493"},"PeriodicalIF":0.0,"publicationDate":"2025-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11842520/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143484196","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching Internal Medicine Residents to Critically Appraise the Role of Race in Pulmonary Function Testing.","authors":"Ananya Bhatia-Lin, Nirav Bhakta, Neha Deshpande, Laura Granados, Rosemary Adamson","doi":"10.15766/mep_2374-8265.11498","DOIUrl":"10.15766/mep_2374-8265.11498","url":null,"abstract":"<p><strong>Introduction: </strong>Race-specific equations for spirometry reference values are one example of race-specific algorithms traditionally used in medicine. The American Thoracic Society now recommends use of race-neutral reference equations instead of race-specific equations. However, no published curricula on interpretation of spirometry using race-based compared to race-neutral reference equations exist. We developed a curriculum for internal medicine residents to address this gap and equip providers to interpret spirometry in a race-conscious fashion.</p><p><strong>Methods: </strong>An internal medicine resident and an attending in pulmonary medicine developed the curriculum and invited other experts to review and edit the material. The internal medicine resident delivered an hour-long, interactive, slide-based, didactic presentation during a weekly, residency-wide videoconference to 45 participants. The presentation included the following components: (1) history of spirometry and race, (2) race-specific equations, (3) race-neutral equations, and (4) clinical implications. The presentation opened with a clinical case and small-group discussions. We conducted pre- and posttest surveys; the posttest survey was designed using the Kirkpatrick model to assess reaction, learning, and anticipated behavioral change. Mean score differences were evaluated for level 2 questions using Cohen's <i>d</i> effect size.</p><p><strong>Results: </strong>Thirty-eight respondents completed the pretest survey, and 24 completed the posttest survey. Test scores significantly improved after session participation, with Cohen's <i>d</i> ranging from 0.27 to 1.17.</p><p><strong>Discussion: </strong>This curriculum was successful in engaging participants in critically appraising race-based interpretations of pulmonary function testing. The structure of the curriculum could be repurposed to create didactic content on other examples of race-based clinical algorithms.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"21 ","pages":"11498"},"PeriodicalIF":0.0,"publicationDate":"2025-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11839840/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143469484","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"From Questions to Answers: Teaching Evidence-Based Medicine Question Formulation and Literature Searching Skills to First-Year Medical Students.","authors":"Juliana Magro, Caitlin Plovnick, Gregory Laynor, Joey Nicholson","doi":"10.15766/mep_2374-8265.11496","DOIUrl":"10.15766/mep_2374-8265.11496","url":null,"abstract":"<p><strong>Introduction: </strong>Medical students may arrive at medical school with some research background but not necessarily evidence-based medicine (EBM) skills. First-year preclinical medical students require foundational skills for EBM (formulating background and foreground questions, navigating information sources, and conducting database searches) before critically appraising evidence and applying it to clinical scenarios.</p><p><strong>Methods: </strong>We developed a flipped classroom EBM workshop for preclinical students combining prework modules and a 60-minute in-person session. After completing the online modules on foundational EBM skills, students participated in an in-person activity based on patient cases. In small groups, students formulated background and foreground questions based on a case and looked for evidence in resources assigned to each group. Small groups reported back to the whole group how they searched for information for their patient cases. A total of 105 first-year medical students were required to complete this workshop after concluding their basic sciences courses.</p><p><strong>Results: </strong>Because current EBM assessment tools do not assess the early steps of EBM, we developed an assessment tool for foundational EBM tools. Before the modules, students completed a pretest on formulating questions and searching for information. After the workshop, students completed a posttest. Students showed improvement in differentiating background and foreground questions (<i>p</i> < .001), formulating answerable clinical questions (<i>p</i> < .001), and developing appropriate database searches (<i>p</i> < .001 and <i>p</i> = .002).</p><p><strong>Discussion: </strong>This flipped classroom approach to teaching foundational EBM skills may be adapted for different contexts, but educators should consider time limitations, group size, and tools for interactivity.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"21 ","pages":"11496"},"PeriodicalIF":0.0,"publicationDate":"2025-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11832641/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143450336","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Empowering Future Physicians: Enhancing Naloxone Competency Through Early Harm Reduction Training in Medical Education.","authors":"Alexa Ovalles Lacruz, Maria S Valle, Karla Santoyo, Rachel D Clarke, Prasad Bhoite, Lizzeth N Alarcon","doi":"10.15766/mep_2374-8265.11499","DOIUrl":"10.15766/mep_2374-8265.11499","url":null,"abstract":"<p><strong>Introduction: </strong>With increasing rates of fatal opioid overdoses and substance use disorders, discussing harm reduction strategies in undergraduate medical education is imperative. Medical students learn opioid pharmacology but often lack adequate training in recognizing and responding to opioid overdoses. Incorporating naloxone training into preclinical undergraduate medical education can be lifesaving.</p><p><strong>Methods: </strong>This educational activity trained second-year medical students in opioid overdose recognition and response. The 2-hour interactive session included an informative presentation on opioid use statistics, harm reduction, and opioid overdose; a case-based learning session; and hands-on practice on task trainers using an OSCE-style checklist. Student confidence in four areas was assessed through pre- and posttraining surveys on 5-point Likert scales. Data analysis was conducted using R (programming language), with exploratory analyses for sample size, normality, and variable selection. The Wilcoxon signed rank test evaluated changes in attitudes from pre- to posttest.</p><p><strong>Results: </strong>Eighty-six students participated, with 60 completing pre- and posttest surveys. Significant improvements were observed in confidence across all areas: assessing an opioid overdose (<i>p</i> < .001), administering naloxone (<i>p</i> < .001), continuing management after naloxone (<i>p</i> < .001), and training others on naloxone administration (<i>p</i> < .001).</p><p><strong>Discussion: </strong>Early training in opioid overdose management increased second-year medical students' confidence in key areas, potentially enabling them to better combat the crisis during their clinical years and educate at-risk patients. Future activities should incorporate objective skill assessments to evaluate competency and explore long-term knowledge retention during clinical rotations.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"21 ","pages":"11499"},"PeriodicalIF":0.0,"publicationDate":"2025-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11825861/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143433991","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Electroconvulsive Therapy (ECT) Referral Workshop for Depression: Assessing Patients and Addressing Stigma.","authors":"Wayles Haynes, Jeremy Miller, Payton Weidner, Christopher Abbott","doi":"10.15766/mep_2374-8265.11497","DOIUrl":"10.15766/mep_2374-8265.11497","url":null,"abstract":"<p><strong>Introduction: </strong>Electroconvulsive therapy (ECT) is an important somatic treatment in psychiatry with well-defined indications, strong evidence for a quick response, and established efficacy. Despite the benefits of ECT, it is underutilized and inequitably accessed by patients in the United States. Patient and provider lack of knowledge, misinformation, and negative attitudes perpetuated by bias and stigma towards ECT can be significant barriers to patients receiving ECT.</p><p><strong>Methods: </strong>We created a workshop to address these issues with Kern's six-step approach, using the affective context learning theory as a conceptual framework. Based on a literature review and ECT physician researcher expertise, we taught the 90-minute workshop to 50 psychiatry and other behavioral health trainees to assess patients for ECT referral and address stigma and bias towards ECT. The workshop was delivered in person at four separate sessions to a total of 50 trainees and included pre- and postworkshop assessments of workshop efficacy.</p><p><strong>Results: </strong>Results of a paired-samples <i>t</i> test of participants' responses pre- and postworkshop showed statistically significant growth on most learning objectives. Comments from the qualitative feedback indicated a majority-positive participant response to the engaging and effective workshop design and presentation. Participants' self-assessment found at least a 50% normalized gain for all learning objectives.</p><p><strong>Discussion: </strong>This workshop is an effective contribution to ECT educational scholarship that can build trainee confidence in assessing patients with depression for ECT referral and addressing ECT stigma in clinical care.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"21 ","pages":"11497"},"PeriodicalIF":0.0,"publicationDate":"2025-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11811188/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143400227","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Structural Competency: A Faculty Development Workshop Series for Anti-racism in Medical Education.","authors":"Shani R Scott, Cristina M Gonzalez, Chenshu Zhang, Iman Hassan","doi":"10.15766/mep_2374-8265.11492","DOIUrl":"10.15766/mep_2374-8265.11492","url":null,"abstract":"<p><strong>Introduction: </strong>In response to accreditation bodies requiring health disparities curricula, medical educators are tasked with incorporating structural competency, the understanding of how social and structural barriers like structural racism impact health, into their teaching. Most have not received training in this area, yet there remains a scarcity of faculty development curricula to address this gap. We describe the creation, implementation, and evaluation of a faculty development workshop series rooted in the framework of structural competency.</p><p><strong>Methods: </strong>We delivered four 90-minute workshops at an urban academic medical center from March through April of 2021. Workshops were offered to interdisciplinary faculty. We evaluated this workshop series with a pre- and postintervention survey assessing attitudes and confidence, and a postintervention satisfaction survey. Data analysis was conducted using a paired <i>t</i> test.</p><p><strong>Results: </strong>A total of 206 participants attended at least one workshop within the series, and 20 participants completed both pre- and postintervention surveys. Participants overwhelmingly recommended these workshops to their colleagues and had significant increases in overall attitudes (3.3 vs. 3.6, <i>p</i> = .001) and level of confidence (3.2 vs. 3.9, <i>p</i> < .001) incorporating structural competency.</p><p><strong>Discussion: </strong>Our application of structural competency to faculty workshops and teaching tools feasibly engages faculty in instruction to incorporate concepts of structural racism and the downstream effects of social determinants of health into clinical teaching. It represents an innovative tool as we seek to enhance clinical teaching to improve care for racially and ethnically minoritized communities.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"21 ","pages":"11492"},"PeriodicalIF":0.0,"publicationDate":"2025-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11802914/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143383863","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Integration of Geriatrics and Palliative Medicine Into a Medical Student Clinical Reasoning Curriculum.","authors":"Julia Caton, Elaina Suridis, Gabrielle R Goldberg","doi":"10.15766/mep_2374-8265.11495","DOIUrl":"10.15766/mep_2374-8265.11495","url":null,"abstract":"<p><strong>Introduction: </strong>Integration of geriatrics and palliative medicine principles into preexisting medical student curricula is imperative to train future physicians to care for older adults and those facing serious illness.</p><p><strong>Methods: </strong>We developed a case of an older adult presenting with a change in mental status within a preexisting small-group case-based interactive clinical reasoning curriculum. The 1-hour and 50-minute session embedded the 4Ms framework (mentation, medications, mobility, and what matters most) in a clinical case to allow students an organic opportunity to apply the 4Ms in practice while using their communication, clinical reasoning, and hypothesis-driven physical examination skills. Students and faculty completed an end-of-session survey, and each small group's differential diagnoses were reviewed.</p><p><strong>Results: </strong>Seventy-five second-year students and 26 faculty participated in the session. On retrospective pre-post surveys, student confidence in all the learning objectives significantly improved. Both students and faculty felt that the integration of geriatrics and palliative medicine was effective. Students valued the topic, appreciated the pedagogical approach and the relevance to clinical preparation, and identified opportunities for continued learning. Students' differential diagnoses demonstrated application of components of three of the four Ms in the 4Ms framework (mentation, medications, and mobility). Notably, many learners did not apply the fourth M (what matters most) to the case without prompting.</p><p><strong>Discussion: </strong>This curriculum was well received and effective and can be easily adapted for use with various levels of learners. Faculty should look for additional opportunities to integrate content into preexisting curricular structures.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"21 ","pages":"11495"},"PeriodicalIF":0.0,"publicationDate":"2025-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11799358/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143366052","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Escape Room Activity to Teach Head and Neck Anatomy.","authors":"George Holan, Rijul Asri, Abhishek Yadav, Christin Traba, Sophia Chen, Jeremy J Grachan","doi":"10.15766/mep_2374-8265.11494","DOIUrl":"10.15766/mep_2374-8265.11494","url":null,"abstract":"<p><strong>Introduction: </strong>Students have ranked head and neck anatomy as one of the most complex areas to learn as it contains highly detailed spaces. Incorporating a head and neck escape room activity into anatomy curricula provides an engaging and effective way for the students to review these spaces and their relationships.</p><p><strong>Methods: </strong>We piloted a head and neck escape room activity for the Rutgers School of Dental Medicine students (round A) and implemented a modified version for the Rutgers New Jersey Medical School students (round B) as an anatomy review. We utilized a mixed-methods analysis to determine the activity's effectiveness in reviewing this content and garner students' perceptions.</p><p><strong>Results: </strong>Students (<i>N</i> = 149) reported that the escape room was useful to their learning (round A = 93%, round B = 100%), helped identify gaps in their knowledge (round A = 94%, round B = 98%), and required multiple skills to complete (e.g., interpersonal, problem-solving, critical thinking, adaptability). Students also noted the activity was fun (round A = 86%, round B = 100%). Despite positive student perceptions, the activity did not result in statistically significant improvements in posttest performance for round A (<i>p</i> = .87) or round B students (<i>p</i> = .16).</p><p><strong>Discussion: </strong>While the escape room may not have shown significant improvement in knowledge, integrating this active learning tool does help students identify gaps in their knowledge and requires the utilization of various skills, which can make students better health care professionals.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"21 ","pages":"11494"},"PeriodicalIF":0.0,"publicationDate":"2025-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11790982/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143190811","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"BINGO! Elevating Medical Physiology Tutorials Through Gamification.","authors":"Kelsey Temprine Grellinger, Hong Phan, Maria Sheakley, Gerrit J Bouma, Alexandra Bayer, Biren A Shah","doi":"10.15766/mep_2374-8265.11491","DOIUrl":"10.15766/mep_2374-8265.11491","url":null,"abstract":"<p><strong>Introduction: </strong>We introduced a BINGO game as an active learning strategy for pulmonary, renal, and endocrine physiology, aiming to enhance student engagement and application of physiology knowledge.</p><p><strong>Methods: </strong>Each BINGO tutorial utilized a template featuring 50-60 questions aligned with prior learning events, was delivered to 90 second-year medical students, and lasted 50-80 minutes. Iterative improvements, including revealing correct answers and a polling system, were implemented based on student feedback. Sessions required BINGO materials, prizes, and, in one iteration, polling software. Postsession surveys assessed perceptions and engagement via a 5-point Likert scale (1 = <i>strongly disagree,</i> 5 = <i>strongly agree</i>). Thematic analysis of feedback informed iterative improvements while <i>t</i> tests compared responses across sessions.</p><p><strong>Results: </strong>Of the 90 students participating, between 31 and 47 (34%-52%) responded to each postevent survey. Students reported high engagement (average: 4.4) and perceived effectiveness of time spent (average: 4.1) across BINGO games. The games were rated as effective educational tools (average: 4.2) and valuable for applying physiology knowledge (average: 4.4) on diverse topics (average: 4.4). Students expressed a desire for continued BINGO use in future tutorials (average: 4.2). Statistical analysis revealed no significant differences among the three iterations.</p><p><strong>Discussion: </strong>Students valued iterative changes based on their feedback, such as revealing correct answers after questions. The pulmonary survey led to implementing this change in the renal BINGO tutorial, and the renal survey prompted further improvements in the endocrine tutorial, addressing the need for sufficient explanation of correct answers. Students also appreciated the abundance of practice questions provided.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"21 ","pages":"11491"},"PeriodicalIF":0.0,"publicationDate":"2025-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11782653/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143081326","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}