Integrating lipoprotein(a) into a cardiometabolic health curriculum for internal medicine residents: Gamified vs. traditional lecture for knowledge retention

Background/Synopsis

Lipoprotein(a) (Lp(a)) is an important biomarker to help identify patients at high risk of atherosclerosis and aortic stenosis. Despite the evolving literature on Lp(a) and recommendations from the National Lipid Association for a single lifetime test for all adult patients, screening rates remain low. Gamification in medical education promotes active learning that increases engagement, but its impact on educating providers on Lp(a) remains unclear.

Objective/Purpose

We aimed to assess whether internal medicine residents could benefit from content on Lp(a) and whether delivery via traditional lecture or a gamified format improved learning outcomes.

Methods

We integrated Lp(a) content into our cardiometabolic health curriculum for internal medicine residents at a large academic residency program. Content was drawn from the National Lipid Association and American College of Cardiology guidelines. Residents received a 50-minute online case-review style lecture in a traditional, slide-based format or a gamified format utilizing KAHOOT!®. Pre-post surveys included 5-point Likert scales to assess self-reported knowledge of professional guidelines, knowledge-based questions, and format preference. Data were analyzed using paired Student's t-tests with unequal variance to compare matched pre-post Likert scale ratings and knowledge test scores.

Results

Of 108 participating residents, 19 (17.6%) completed pre-post surveys, with 12/65 (18.4%) in the gamified group and 7/43 (16.2%) in the traditional group. Before the session, 47% of residents reported having no confidence in performing Lp(a) screening. There were significant pre-post increases in test scores in the gamified (mean 45% to 87%, p < 0.01) and traditional (mean 42% to 85%, p <0.01) groups. Between groups, there was no difference in the increase of Likert scale ratings or test scores. 91% of residents found the lecture engaging and relevant to future practice. 71% of residents in the traditional group and 91% in the gamified group preferred a gamified format.

Conclusions

Gamified and traditional lecture formats were effective in educating residents on Lp(a). Residents found Lp(a) material relevant to clinical practice and preferred the gamified format. Further studies will assess whether integration of gamified Lp(a) content increases guideline-based screening of Lp(a) in our resident clinics.