A longstanding challenge facing MD-PhD students and other dual-degree medical trainees is the loss of clinical knowledge that occurs during the non-medical phases of training. Academic medical institutions nationwide have developed continued clinical training and exposure to maintain clinical competence; however, quantitative assessment of their usefulness remains largely unexplored. The current study therefore sought to both implement and optimize an online game platform to support MD-PhD students throughout their research training. Our data suggest that gamification is an effective tool for MD-PhD programs to combat loss of clinical knowledge during research training.

Undergraduate medical institutions nationwide, including the UAB SOM, are converting the didactic lecture-based curriculum into a “flipped classroom,” consisting of in-class discussions pertinent to educational content that was learned by students using video-based online learning resources. The classroom setting is therefore freed from simply the delivery of new and foreign material to an engaging discussion surrounding its application. Adopting this learning approach has been made possible through technological advances in both the production and delivery of instructor-made resources to be accessed and used outside of class. Due to the successes seen in this approach in medical education to equip students with clinical problem-solving (LCME Standard 7.4) coupled with self-directed learning (LCME Standard 6.3), the LCME accreditation process has begun to incorporate these methodologies.

The Cardiovascular Examination

The Pulmonary Examination

The Gastrointestinal Examination

The Head, Ears, Eyes, Nose and Throat (HEENT) Examinations

The Musculoskeletal Examination (1/2)

The Musculoskeletal Examination (2/2)

The Neurologic Examination