Leveling up surgical feedback: The power of gamification and a competitive edge

Purpose Gamification is rapidly gaining popularity in medical education, though its role in enhancing feedback has been less explored. The value of feedback is universally acknowledged, yet its delivery and effects remain highly variable due to multiple barriers. This study aimed to evaluate the impact of competition, as a gamification strategy, on implementing a feedback framework among surgical faculty and residents. Methods A nonrandomized interventional study was conducted at an academic institution’s surgery residency program. Faculty and residents on the trauma and acute care surgery (TACS) and the minimally invasive and bariatric surgery (MIS) services were trained on a new feedback framework, which was posted in operating rooms. Postoperative surveys recorded when feedback was shared. Services competed in two- to four-week-long competitions, with the highest participation receiving a free lunch. Results Nineteen faculty and 56 residents were included. Residents had a higher average postoperative survey response rate than faculty (6.67 ± 5.26 responses vs 4.26 ± 2.85 responses, p = 0.04). There were more responses from both faculty (5.57 ± 3.11 responses vs 2.85 ± 1.72 responses, p = 0.01) and residents (8.57 ± 6.05 responses vs 4.62 ± 3.40 responses, p = 0.05) during competition than non-competition weeks. The TACS service had significantly more responses during competition periods. Conclusions Unique and complex pressures of the surgical learning environment contribute to ongoing challenges with feedback. Our gamification approach of organized, team-based competition improved utilization of a new feedback framework among faculty and residents. Targeted gamified initiatives have the potential to transform the feedback culture in meaningful ways.