Abstract Background Gamification has been discussed in various settings of medical education, highlighting its potential to increase engagement and boost motivation. Tools like "points," "badges," or "leaderboards" are known to work well in any area of learning. Purpose In a mid-sized hospital, creating a structured echocardiography training curriculum for internal medicine residents can be challenging due to rotating teachers and students and a general lack of resources. A self-guided training curriculum using concepts from computer gaming seemed appropriate to engage and motivate trainees. Methods We set up a self-organized training program where residents without prior echocardiography skills could progress through a step-by-step curriculum to gain basic echocardiography expertise. After a brief introductory session and distribution of a paper curriculum, trainees were included in the daily echocardiography schedule. They could advance to higher "levels," each allowing them to use more advanced tools, such as spectral Doppler or the Simpson method ("weapons"). To complete each level, trainees had to answer theoretical questions, analyze echo loops stored on a network drive, and perform a short hands-on exam under the supervision of a senior cardiologist ("final boss"). We also published "highscores" regularly, highlighting residents with the most exams during a given interval. To enhance the skills of our senior cardiologists, we developed "challenges" introduced several times per year, covering techniques like lung ultrasound or pulmonary vein Doppler. Results The process was evaluated through an anonymous online questionnaire completed by about half of the residents. The training concept received positive feedback, but the results were overshadowed by the lack of time residents were able to allocate to perform echocardiographies at all. Additionally, the amount of in-depth personal supervision was criticized. Conclusions Although our echocardiography education concept did not fulfill all our expectations, developing a self-organized echocardiography training curriculum using gamification elements seems promising. Future refinements should include more supervision and regular training and briefing of all individuals involved in the process. Even more important seems to be a general allocation of resources to echocardiography training. Since medical education is vital for ensuring treatment quality and staff satisfaction, more research is necessary to test and compare different teaching approaches scientifically. In the future, an online or mobile-app based training platform could serve as a hub for echocardiography teaching, where institutions and learners register, access teaching resources, and track their progress, using gamification tools to motivate and engage trainees. Training scheme Challenge.jpg
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