Abstract: SA-PO0988
Gamification for Nephrology Boards Preparation: A Jeopardy-Style Approach
Session Information
- Educational Research
October 24, 2026 | Location: Exhibit Hall A, Convention Center
Abstract Time: 10:00 AM - 12:00 PM
Category: Educational Research
- 1000 Educational Research
Authors
- Ravi, Divya, University of California San Francisco, San Francisco, California, United States
- Larsen, Dana M., University of California San Francisco, San Francisco, California, United States
Background
Performance on the American Society of Nephrology (ASN) In-Training Examination (ITE) is strongly associated with outcomes on the American Board of Internal Medicine (ABIM) Nephrology Certification Examination, including overall score and pass status. Over recent years, nephrology has experienced a decline in both ITE performance and board pass rates, underscoring the need for innovative educational strategies to improve trainee engagement and test-taking skills. Gamification has been shown to enhance learner engagement, motivation, and knowledge retention in medical education. This study aims to evaluate whether the addition of a gamified, Jeopardy-style educational intervention using questions from ASN eLearning Center would increase learner engagement, motivate fellows toward independent study, and improve programmatic ITE scores.
Methods
This study was reviewed by UCSF IRB and was deemed exempt under the revised common rule. NephSAP and KSAP questions covering low-performing content areas identified from prior ITE results were incorporated into a Jeopardy-style format using www.jeopardylabs.com. Led by a chief fellow, four one-hour sessions were conducted for nephrology fellows at a single institution during protected learning time throughout the 2025-2026 academic year. Jeopardy game sessions were designed to include elements of clinical reasoning, time management, and strategic approaches to board-style questions. Post-intervention surveys assessed fellows' self-reported engagement with question banks outside of the sessions, perceived efficiency of the sessions, and impact on study behaviors.
Results
Survey responses were collected from first- and second-year nephrology fellows 3 weeks after the ITE was taken. Nine of twelve fellows responded to the survey. 71% reported that they were more engaged during the Jeopardy-style sessions, and 62.5% reported that they would like to continue the jeopardy sessions for next year. 58% of fellows reported neutral responses to promoting uptake of NephSAP or KSAP question banks outside of protected learning times with many noting difficulty in accessing the e-Learning center. ITE results were pending at time of this submission.
Conclusion
Fellows reported the intervention increased their engagement during protected learning time. ncreased utilization of the question banks outside of protected learning time was not reported.