1. Challenge GP: using gamification to bring the reality and uncertainty of a duty doctor's surgery to early year medical students.
- Author
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Lumsden, Linzi, Cannon, Philip, and Wass, Val
- Subjects
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PSYCHOLOGY of medical students , *ROLE playing , *SCHOOL environment , *TEAMS in the workplace , *OCCUPATIONAL roles , *SOCIAL role , *PROBLEM solving , *PROFESSIONAL-student relations , *HEALTH occupations students , *UNCERTAINTY , *LEARNING strategies , *INTERPROFESSIONAL relations , *PHILOSOPHY of education , *STUDENTS , *GAMIFICATION , *STUDENT attitudes , *RISK management in business , *PHYSICIANS , *MEDICAL education , *MEDICAL logic - 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. [ABSTRACT FROM AUTHOR]
- Published
- 2023
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