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A Targeted Curriculum Using Gamification of Topics to Address Knowledge Gaps From the Obstetrics and Gynecology
Daniel L Kuhr1, Nicola F Tavella2, Farida Nentin2
1Raquel and Jaime Gilinski Department of Obstetrics, Gynecology, and Reproductive Science, Mount Sinai Hospital, Icahn School of Medicine at Mount Sinai, New York, New York; Division of Maternal-Fetal Medicine, Department of Obstetrics and Gynecology and Women's Health, Montefiore Medical Center, Albert Einstein College of Medicine, Bronx, New York.
Objective:
To study the effect of a targeted curriculum utilizing a Jeopardy-style game on resident performance on Council on Resident Education in Obstetrics and Gynecology (CREOG) In-Service Training Exam (ITE).
Design:
Needs assessment was performed by identifying all topics on the 2024 ITE where half or more residents answered incorrectly. A 3-session curriculum was developed to review those incorrectly-answered topics and implemented during scheduled residency didactics. During each session, a Jeopardy-style game was played with the residents divided into 4 teams. After completing the 2025 ITE, residents were surveyed on how helpful they thought the curriculum was in their preparation. The 2025 ITE results were then analyzed and topics reviewed in the curriculum that appeared again were identified. Performance was then compared between 2024 and 2025. Non-intervention topics where half or more of the residents answered incorrectly in 2024 and appeared again in 2025 were also evaluated for comparison.
Setting:
Mount Sinai Hospital, Icahn School of Medicine at Mount Sinai, New York, NY.
Participants:
34 OB/GYN residents.
Results:
19 out of 34 (55.9%) residents completed the survey. On a scale of 1 (very unhelpful) to 5 (very helpful), the average score for each topic was above a 4 for all topics (mean 4.37, range 4.00-5.00). 15 of the 31 topics reviewed appeared again on the 2025 ITE, 3 of which appeared twice, yielding 18 questions for comparison to the 2024 performance. There was improved performance for all topics with the difference being statistically significant when using a Wilcoxon rank sum test (p < 0.001). Performance on non-intervention topics where half or more of the residents answered incorrectly in 2024 and appeared again was not different on the 2025 exam (p = 0.19).
Conclusions:
Game show format led to improved performance on selected topics on the ITE. Educators should consider gamification when constructing review curricula for residents and other health professions learners.
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