Enhancing Medical Education through Gamified Microteaching and Digital Reinforcement in a new University Hospital Setting at Emergency Department, Midland Metropolitan University Hospital, UK
Dr Chinnu Prince, Dr Himanshu Gul Mirani, Midland Metropolitan University Hospital, UK - Presented at ACEM '25, Dubai
Case Presentation:
Background:
This Quality Improvement Project (QIP) was developed amidst the significant institutional shift following the formation of Midland Metropolitan University Hospital (MMUH) in October 2024. The merger of Sandwell and City Hospitals created Britain’s newest acute care university hospital and led to a sharp increase in patient acuity and attendance, with MMUH recording the highest ambulance conveyance rate in the West Midlands. Junior doctors—including those on non-training pathways faced the dual challenge of managing complex cases and adapting to a high-pressure environment, often with limited structured educational support.
To address this urgent need for rapid upskilling, our team launched a curriculum-aligned microteaching initiative. Delivered through brief, gamified sessions and supported by digital newsletters, the programme aimed to enhance clinical knowledge, boost confidence, and maintain morale during a time of substantial organisational change.
Methods:
This is an ongoing QIP, and the findings presented reflect the initial four months since launch. A three-cycle Plan-Do-Study-Act (PDSA) model guided weekly (Mon to Fri) delivery of 10-minute teaching sessions during handovers. Sessions were interactive, case-based, and aligned with the RCEM curriculum. Each included clinical scenarios and quizzes to encourage engagement while minimising disruption to workflow.
Content was selected based on curriculum mapping and local needs. Feedback was gathered after each session via Google Forms and analysed for impact, relevance, and delivery. In response to early feedback, a monthly digital newsletter was launched to reinforce key learning points, share guideline updates, share case / image of the month and provide an educational resource for those unable to attend sessions.
This foundational phase has established a model for structured, embedded learning in a busy ED setting. Future iterations will refine and expand content based on trainee needs and ongoing feedback.
Management and Outcome:
PDSA Cycle 1: Initial Implementation
• Plan: Deliver weekly microteaching aligned with the RCEM curriculum.
• Do: Sessions introduced with interactive slides and clinical cases.
• Study:
o 80% of respondents enjoyed the gamified format.
o 90% found content clinically relevant.
o 75% had already applied learning (e.g., MCA use, viral wheeze management).
• Act: Integrated national guideline links and clearer referencing in slides.
PDSA Cycle 2: Refinement and Trainee Involvement
• Plan: Improve content relevance, encourage registrars to present, and embed guidelines.
• Do: Enhanced alignment with clinical incidents and NICE/RCEM guidance.
• Study:
o 88% reported improved confidence in applying knowledge.
o Participants praised the format as “the only consistent teaching.”
o No significant handover delays occurred.
• Act: Established trainee-led delivery model with consultant oversight to promote sustainability.
PDSA Cycle 3: Newsletter and Digital Reinforcement
• Plan: Reinforce learning through monthly newsletters.
• Do: Newsletters summarised session content, shared guidelines, and introduced “Case of the Month.”
• Study:
o 100% supported continuation of the initiative.
o Impact reported on clinical decision-making and diagnostic breadth.
• Act: Plans underway to archive content on the trust intranet and expand with social media and leadership contributions.
Key Learning Points:
Findings:
• 91% of participants were “likely” or “very likely” to apply session learning.
• 93% had already done so in clinical scenarios.
• 98% reported improved workplace confidence.
• Trainee ownership of sessions increased, reflecting engagement and team cohesion.
Interpretation and Discussion:
This project shows that brief, structured teaching, when gamified and digitally reinforced can significantly improve knowledge application, confidence, and morale in high-pressure settings. The model is adaptable and provides a replicable strategy for other departments navigating similar transitions.
Conclusion:
Gamified microteaching, combined with digital reinforcement, offers a sustainable, impactful model for clinical education during periods of change. It ensures curriculum delivery without compromising clinical service and can serve as a blueprint for emergency departments facing growing complexity and workforce diversity.