A Mixed-Methods Pilot Evaluation of Undergraduate Medical Students' Perceptions of a Gameshow-Style Teaching Intervention: Implications for Continuing Professional Development.

Authors

Max Sullivan, Amber Sealy, Timothy Owen

Published in

Journal of CME. Volume 15. Issue 1. Pages 2732296. Epub Sep 21, 2026.

Abstract

Continuing medical education (CME) and continuing professional development (CPD) providers face a persistent challenge in engaging time-pressured clinicians through interactive, low-resource formats. Undergraduate medical education has traditionally relied on didactic teaching, which may not align with the rapid, time-pressured demands of multiple-choice question (MCQ)-based assessment. We report a pilot mixed-methods evaluation of a gameshow-style teaching intervention designed to simulate rapid-fire MCQ-style questioning while promoting engagement and collaboration. A single in-person session (using JeopardyLabs) was delivered to 20 third- and fourth-year medical students, all international students from St George's University, Grenada, undertaking clinical placements in the United Kingdom. Year groups were mixed within teams to balance existing clinical knowledge; individual year group was not captured in the anonymous questionnaire. Participants completed 5-point Likert-scale items and open-ended questions; quantitative data were analysed descriptively and qualitative data using reflexive thematic analysis. Nineteen participants (95%) found the format more engaging than traditional teaching, and all 20 (100%) reported enhanced collaboration and educational value. Qualitative analysis identified four themes: engagement and sustained attention, collaborative learning, perceived higher-order cognitive processing, and enjoyment and motivation; confidence showed greater variability. As all participants were international students, the session also provided a structured opportunity for peer interaction within this cohort, consistent with literature suggesting international students often have fewer such opportunities. Mapped against Moore's framework for CME/CPD outcomes, these findings sit at the earliest levels (participation and satisfaction); learning, competence, and performance were not assessed. Given the small, single-institution, undergraduate sample and the absence of a comparison group or objective outcomes, we present this as a hypothesis-generating pilot rather than evidence of CME/CPD effectiveness, and propose a shortened, 30-minute modular adaptation as a testable design principle for time-pressured CME/CPD settings.

PMID:
42781625
Bibliographic data and abstract were imported from PubMed on 25 Sep 2026.

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