Clinical anatomy through gamification: a learning journey

Vivek Perumal, Sambit Dash, Snigdha Mishra, Nawaporn Techataweewan

Research output: Contribution to journalArticlepeer-review

3 Citations (Scopus)


BACKGROUND: Gamification has been shown to increase students’ participation and has been widely used in medical education in the recent years. However, there are no dedicated games to deliver complete clinical-anatomy content at an undergraduate level. AIM: This study describes the developmental process of a series of anatomy games for medical students and analyses student participation and experiences around the gamification process. METHODS: Three diverse anatomy games were developed on the undergraduate medical curriculum. Based on students’ playing and simultaneous learning experiences in each game, subsequent game contents were constructively modified. Students from three different universities participated in the study (total cohort=646); their experiences on the different games were documented and compared with each other. RESULTS: Feedback from 219 players showed that the games were fun (95%) and interesting (81%) and assisted their anatomy learning (97%); students’ fun, interest and learning improved significantly in the two subsequent games (p<0.001). CONCLUSION: Carefully designed anatomy games create a fun-filled and interesting learning environment for undergraduate medical students. Learning experiences improved when students’ feedback was appropriately addressed to constructively modify the subsequent learning resources.

Original languageEnglish
Pages (from-to)19-30
Number of pages12
JournalNew Zealand Medical Journal
Issue number1548
Publication statusPublished - 01-01-2022

All Science Journal Classification (ASJC) codes

  • General Medicine


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