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Related Experiment Video

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Setup and Execution Of the Blindfolded Code Training Exercise

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TaskMaster: The Subintern Adventure Game-Game-Based Learning for Medical Subintern Task Prioritization.

Andrew Orr¹, Jennifer Lee², Vatsal Bhatt³

¹Assistant Professor of Clinical Medicine and Internal Medicine Subinternship Co-Director, Perelman School of Medicine at the University of Pennsylvania.

Mededportal : the Journal of Teaching and Learning Resources

|January 1, 2024

Summary

A new role-playing game effectively trained medical subinterns in crucial skills like patient triage and organization. This game-based learning approach significantly increased participants' confidence in their preparedness for the subinternship.

Keywords:

Board Games Competency-Based Medical Education (Competencies, Milestones, EPAs)Game-Based Learning Games Gamification

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Area of Science:

Medical Education
Simulation-Based Learning
Clinical Skills Training

Background:

Medical subinternships require distinct skills (efficiency, triage, organization) not fully developed during clerkships.
A gap exists in structured curricula to prepare students for the acting internship role.
Effective training is crucial for safe and efficient patient care during this transition.

Purpose of the Study:

To introduce and evaluate a novel tabletop role-playing game for medical subinterns.
To enhance skills in efficiency, patient triage, and organization for acting interns.
To improve subintern preparedness for clinical responsibilities.

Main Methods:

Developed an hour-long, game-based learning session called TaskMaster: The Subintern Adventure Game.
Utilized a simulated ward environment for a gamified learning experience.
Assessed participant preparedness and engagement via post-activity surveys (N=130, 83 responses).

Main Results:

A majority of participants (64% response rate) agreed the game met its educational goals.
93% felt more prepared to act as a covering provider after the activity.
High levels of engagement and increased comfort with task prioritization, organization, and triage were reported.

Conclusions:

Game-based learning offers a low-cost, adaptable method for teaching higher-order clinical skills.
Interactivity and contextualized practice in simulations enhance preparedness for medical subinternships.
This approach effectively equips medical students with essential skills for the acting internship.