Application of anatomical knowledge is an essential component of both clinical practice and medical education. Within dissection room-based practicals, game-based learning was introduced to a first-year undergraduate medicine session and designed to creatively engage students, cement understanding of the embryological subdivisions of the gastrointestinal tract, and encourage association with clinical acumen. A novel interactive card game established from the number game Sudoku was constructed to incorporate both practical-specific and wider course learning objectives. 81 laminated cards were created to depict anatomical features, gastrointestinal symptoms, abdominal examination components, and sites of referred pain. Students were given a 9 × 9 square base to organize these cards into rows, columns, and boxes so that each contained three foregut, midgut, and hindgut features. An internal challenge was inserted within the game to inspire participation, which bolded the first letter of several cards to spell out the word "digestive". Teams submitted their entries as a group, and a winner was randomly selected from the correct answers. The winning teams earned a low-stakes but appropriate prize-a packet of chocolate digestive biscuits. Highlights of this resource include the reproducibility and sustainability of the format, which required minimal setup and equipment. On a local level, valuable insights were gained into student social dynamics and their effects on engagement. Observed competitive behaviors inspired reflections around professionalism and motivational factors within a largely formative learning landscape. Recommendations for future implementation of this resource explore its use among other anatomical systems and delivery across varied cohorts.
Dunne et al. (Thu,) studied this question.