Gamification in the Medicine and Surgery course for occupational therapy and physiotherapy undergraduate students

Abstract

Gamification has emerged as a transformative pedagogical strategy in health sciences education, offering innovative ways to enhance student engagement, motivation and competency development. This state-of-the-art commentary explores the integration of digital badges into the third-year Medicine and Surgery course for occupational therapy and physiotherapy students at a public university in South Africa. Originally introduced to address contextual and educational challenges, digital badges acted as engagement tools aligned with specific learning outcomes and professional competencies. The inclusion of badges was organically developed by lecturers in response to contextual challenges, including inconsistent face-to-face teaching, low engagement, limited interdisciplinary interaction in an online learning environment, and the need to prepare students for clinical practice in resource-constrained settings. Gamification elements were embedded in Moodle, the learning management system, to scaffold learning progression and support the core competencies outlined by the Health Professions Council of South Africa (HPCSA), including therapeutic and professional relationships, professionalism, communication and ethical practice. Clinical implications: The introduction of gamification and badges may improve clinical, interdisciplinary, and communication skills among undergraduate students. Contextual relevance, inclusive design, and ongoing evaluation incorporating the students’ voices are recommended in sound instructional design through active engagement with gamification practices in health sciences education.