Introduction: Internal Medicine (IM) residents have typically scored low on the rheumatology component of the In-Training Exam (ITE). While structured rheumatology electives can improve outcomes, these experiences are not always required. Interest in the role of gamification is growing, though application in the rheumatology component of the ITE remains underexplored. We developed a gamified rheumatology board review session to assess whether incorporating gamification into existing didactic curricula could improve ITE scores and enhance resident satisfaction. Methods: We developed Rheum4Games (R4G) based on preexisting rules of the Snakes and Ladders board game. In total, 121 residents across 5 IM residencies participated over 12 sessions. Questions were developed using the American Board of Internal Medicine (ABIM) blueprint. We measured resident engagement, satisfaction, and confidence using pre- and postsession surveys. Rheumatology ITE scores were compared pre- and postsession utilizing Mann-Whitney U tests. Results: = 106), the median ITE score change was not significantly different between R4G participants and nonparticipants. However, score improvements were significantly greater in community-based programs than in university settings (9% vs 8%). Discussion: While overall ITE score changes were not statistically significant, community-based programs showed statistically significant improvements compared to university programs. These findings suggest gamification can enhance rheumatology education and may serve as a valuable supplement to traditional didactics, especially in settings where traditional rheumatology teaching resources are limited.
Schermerhorn et al. (Fri,) studied this question.