学术急诊医学档案

卷 14 编号 1 (2026)

Gamification in Emergency Medicine Residency Education: A Scoping Review

学术急诊医学档案, 卷 14 编号 1 (2026), 1 十月 2025 , 第 e65 页
https://doi.org/10.22037/aaem.v14i1.3059

摘要

Introduction: In emergency medicine (EM) residency education, gamification has increasingly been incorporated into educational activities. This scoping review aimed to map the current literature on gamification in EM residency education and summarize the characteristics and reported outcomes of existing interventions. Methods: This scoping review was conducted in accordance with the PRISMA-ScR guidelines. A comprehensive search was performed in PubMed, Scopus, Web of Science, IEEE, SID, Irandoc, and Google Scholar for studies published up to March 2026. A total of 1,002 records were initially identified, of which 23 studies met the inclusion criteria and were included in the final review. Original studies investigating gamification in emergency medicine residency education were included without restriction on study design. Data were extracted using a structured charting form and analyzed descriptively through narrative synthesis. Results: A total of 23 studies on gamification in emergency medicine residency training were included. The studies were published between 2016 and 2026, with most originating from the United States. Gamification interventions were predominantly delivered in face-to-face settings, with increasing use of blended and online formats. Most interventions were multi-component, commonly integrating simulation with gamified strategies such as escape rooms, quizzes, and competitive activities. Feedback, task-based missions, and team competition were the most frequently used gamification elements. Affective outcomes (e.g., motivation, engagement, and satisfaction) were most commonly reported, followed by cognitive outcomes, which showed heterogeneous effects. Social and behavioral outcomes were less frequently assessed but generally positive. Reported implementation outcomes generally indicated favorable feasibility and acceptability, although some studies reported mixed findings or lacked formal implementation measurements. Conclusion: Our review suggests that gamification is a promising supplementary educational strategy in emergency medicine residency training, particularly in interactive and team-based formats such as escape rooms. While current evidence indicates improvements in engagement, motivation, and perceived learning, most findings remain focused on short-term and subjective outcomes. Therefore, gamification should be considered a complementary rather than a replacement approach for traditional educational methods. Future research should focus on stronger study designs, objective outcome measures, and long-term evaluations to better establish its educational and clinical impact.

关键词:
  • Gamification
  • Emergency medicine
  • Internship and Residency
  • Education
  • Medical
  • Graduate

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