Abstract Details

Title Gamifying Stroke ��ɫ��: A Resident/Faculty-led Interactive Model for Early Neurology Engagement of Medical Students

Topic ��ɫ��, Research, and Methodology

Presentation(s) P3 - Poster Session 3 (5:00 PM-6:00 PM)

Poster/Presentation
Number 15-009

Objective To evaluate the impact of a gamified, interactive stroke talk on medical students’ knowledge and confidence in stroke care and assess its potential as a scalable educational model.

Background Medical students often receive limited and delayed exposure to stroke, despite its critical importance in clinical practice. Traditional didactic methods can fail to engage learners or build confidence. Early, interactive, and gamified teaching interventions may enhance stroke knowledge, confidence, and interest while combating neurophobia.

Design/Methods Medical students across four years (N=20 pre, 19 post) participated in a one-hour, resident-led interactive session on stroke recognition and acute management, conducted in collaboration with Neurology Student Interest Groups. The session integrated case vignettes, real-time polling, and quiz-based gamification. Three faculty-verified multiple-choice questions tested complementary domains: cortical stroke localization, thrombolysis (TNK) window, and CT perfusion interpretation. Pre- and post-session surveys assessed knowledge and confidence using a 5-point Likert scale, with open-ended qualitative feedback analyzed thematically.

Results Knowledge improved across all domains: cortical stroke signs (30%→47.4%), thrombolysis window (60%→89.5%), and CT perfusion interpretation (55%→73.7%), with overall accuracy rising from 48% to 70% (22% absolute gain). Confidence increased significantly for stroke recognition (2.1→3.79/5) and management (1.35→3.74/5; both p<0.01). Students rated the session highly (mean 4.74/5). Thematic analysis highlighted the session’s interactivity, gamification, and clarity as distinguishing strengths.

Conclusions A gamified, faculty-verified stroke talk significantly enhanced medical student knowledge and confidence with strong engagement and scalability. Leveraging existing student group infrastructure can facilitate broader implementation. Future directions include developing a longitudinal, tiered curriculum integrating neurophobia assessment and promoting early interest in neurology careers.

Authors/Disclosures
Avi Singh Gandh, MD PRESENTER	Dr. Gandh has nothing to disclose.
Daniel M. Schachter, MD (Emory University - Grady Mem Hosp)	Dr. Schachter has nothing to disclose.
Jaydevsinh Dolia, MD	Dr. Dolia has received personal compensation in the range of $500-$4,999 for serving as a Consultant for Cerenovus. The institution of Dr. Dolia has received research support from Emory Medical Care Foundation.
Dinesh V. Jillella, MD (Emory University School of Medicine / Grady Memorial Hospital)	Dr. Jillella has nothing to disclose.

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