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

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

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

Linzi Lumsden, Philip Cannon, Val Wass

Abstract

"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."

Reference

Lumsden, L., Cannon, P., & Wass, V. (2023). Challenge GP: using gamification to bring the reality and uncertainty of a duty doctor’s surgery to early year medical students. Education for Primary Care, 34(2), 103-108. https://www.tandfonline.com/doi/full/10.1080/14739879.2023.2190936#abstract

Keywords

Medical Education, Primary care, Transformational learning