Fracture Detectives: A Fracture Review Match Game

Area of Science:

• Medical Education
• Orthopedic Surgery
• Emergency Medicine

Background:

• Emergency medicine training requires proficiency in diagnosing and managing orthopedic injuries.
• Traditional teaching methods for orthopedic injuries often involve didactic lectures and image review.
• A novel educational approach is needed to enhance resident learning in this area.

Purpose of the Study:

• To evaluate the effectiveness of a gamified, flipped classroom session for teaching orthopedic injuries to emergency medicine residents.
• To assess resident satisfaction and learning outcomes using this innovative educational model.

Main Methods:

• A gamified session, modeled after "Who Am I?", was used for initial injury identification.
• A flipped classroom approach followed, where learners prepared and presented material on specific diagnoses.
• Learners included emergency medicine residents, medical students, and faculty.

Main Results:

• Residents reported high satisfaction with the session, noting increased interactivity and engagement due to gamification.
• Learners provided feedback indicating a need for more time to complete the flipped classroom component.
• The session effectively taught the identification and management of common orthopedic injuries.

Conclusions:

• Gamification and flipped classroom strategies are effective for teaching orthopedic injury recognition and management.
• This combined approach enhances learner engagement and promotes deeper, collective knowledge acquisition.
• The model offers a valuable alternative to traditional didactic methods in emergency medicine education.