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Impact of gamification techniques on surgical trainee engagement with workplace-based assessment

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Global Surgical Education - Journal of the Association for Surgical Education Aims and scope Submit manuscript

Abstract

Purpose

Engaging surgical residents and faculty with workplace-based assessment (WBA) are challenging. Gamification has helped engage trainees with simulation and online curricula but has not been used to encourage engagement with assessment. We explore the impact of gamification on engagement with WBA using the Society for Improving Medical Professional Learning (SIMPL) app.

Methods

General surgery residency programs were divided into two intervention cohorts and a control cohort. The first intervention group received a weekly leaderboard of the most active residents and faculty engaged with SIMPL, while the second intervention group received leaderboards every other week. The control group did not undergo an intervention. For each cohort, resident and faculty engagement with SIMPL was measured, defined as the average number of evaluations submitted per day. Negative binomial mixed models were used to explore the mean number of evaluations completed by residents and faculty in each cohort while adjusting for program-specific factors.

Results

Nine programs were included in the weekly intervention, nine programs in the biweekly intervention, and nineteen programs in the control group. Programs receiving a weekly leaderboard increased their average daily evaluations from 5.8 to 8.0 over the course of the intervention (p < 0.01). Average daily evaluations failed to increase for the biweekly intervention (8.2 to 7.3/day, p = 0.14) and control groups (2.7 to 2.5/day, p = 0.48).

Conclusions

Sending a weekly leaderboard of resident and faculty activity in SIMPL had a positive impact on engagement with WBA compared to biweekly or no leaderboard interventions. Strategically applying gamification may improve engagement with WBA tools.

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Authors and Affiliations

  1. Center for Surgical Training and Research, Department of Surgery, Michigan Medicine, 2800 Plymouth Road, NCRC Building 10 Room A193, Ann Arbor, MI, 48109-2800, USA

    Angela E. Thelen, Zoe Nepomnayshy, Ayda Qureshi, Mary Schuller, Xilin Chen, Rebecca Gates, Kayla Marcotte & Brian C. George

  2. Society for Improving Medical Professional Learning, Boston, MA, USA

    Mary Schuller

  3. University of Michigan Medical School, Ann Arbor, MI, USA

    Kayla Marcotte

  4. Department of Learning Health Sciences, University of Michigan, Ann Arbor, MI, USA

    Andrew E. Krumm

  5. Department of Surgery, Michigan Medicine, Ann Arbor, MI, USA

    Brian C. George

Authors
  1. Angela E. Thelen
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  2. Zoe Nepomnayshy
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  3. Ayda Qureshi
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  4. Mary Schuller
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  5. Xilin Chen
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  6. Rebecca Gates
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  7. Kayla Marcotte
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  8. Andrew E. Krumm
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  9. Brian C. George
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Corresponding author

Correspondence to Angela E. Thelen.

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No authors report financial or non-financial interests that are related directly or indirectly to this work. On behalf of all authors, the corresponding author states that there is no conflict of interest.

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Supplementary file1 Table S1 Summary of negative binomial mixed model output (PDF 73 KB)

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Thelen, A.E., Nepomnayshy, Z., Qureshi, A. et al. Impact of gamification techniques on surgical trainee engagement with workplace-based assessment. Global Surg Educ 1, 51 (2022). https://doi.org/10.1007/s44186-022-00056-7

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  • DOI: https://doi.org/10.1007/s44186-022-00056-7

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