Learning Urogenital Diseases in Oddity (LUDO)—a gamification‐based innovation for learning urogenital diseases in emergency medicine
Dublin Core
Title
Learning Urogenital Diseases in Oddity (LUDO)—a gamification‐based innovation for learning urogenital diseases in emergency medicine
Subject
Gamification, Emergency medicine, LUDO, Urogenital diseases, Teamwork
Description
Urogenital emergencies demand immediate attention within the field of emergency medicine, encompassing
a range of critical conditions from ectopic pregnancies to kidney stones. Timely diagnosis and treatment are vital
to prevent potential mortality and morbidity. However, due to the sensitive nature of these disorders and the cultural
taboos surrounding them, accessing prompt medical care can be challenging. To bridge this gap, innovative gamifi-
cation-based learning techniques, such as the Learning Urogenital Diseases in Oddity (LUDO), have been introduced
for emergency medicine residents (Chou, What is gamification? Yukai Chou: Gamification and behavioral design, n.d.;
Gamification ’13: Proceedings of the first international conference on gameful design, research, and applications,
2013).
LUDO is a timed, gamified exercise that offers residents an interactive and engaging platform to enhance their clinical
knowledge related to urogenital disorders. Adapted from the well-known board game, LUDO fosters learning, collabo-
ration, and cooperation among residents. This format is highly customizable and can be utilized by various learning
groups.
Participants, emergency medicine residents from different academic years, formed four teams, each distinguished
by a unique color. The exercise utilized simple and accessible materials, including a LUDO board, LED stopwatch, lap-
top, colored hats, and a desk bell. Teams advanced their tokens through the board by correctly answering urogenital
disorder-related questions within a specified time frame.
LUDO’s objectives extended beyond token movement, assessing essential skills such as teamwork, time manage-
ment, resource utilization, and strategic decision-making. The option to seek external resources, limited to five
times per team, added an element of strategy. Facilitators evaluated participants’ performance through questionnaires
and Likert scales.
The results revealed that LUDO effectively promoted teamwork, communication, leadership, and problem-solving
among emergency medicine residents. Resident feedback was overwhelmingly positive, with interest in adopting this
format for other educational modules. The gamified approach encouraged engagement and motivation, with imme-
diate feedback ensuring continuous learning.
a range of critical conditions from ectopic pregnancies to kidney stones. Timely diagnosis and treatment are vital
to prevent potential mortality and morbidity. However, due to the sensitive nature of these disorders and the cultural
taboos surrounding them, accessing prompt medical care can be challenging. To bridge this gap, innovative gamifi-
cation-based learning techniques, such as the Learning Urogenital Diseases in Oddity (LUDO), have been introduced
for emergency medicine residents (Chou, What is gamification? Yukai Chou: Gamification and behavioral design, n.d.;
Gamification ’13: Proceedings of the first international conference on gameful design, research, and applications,
2013).
LUDO is a timed, gamified exercise that offers residents an interactive and engaging platform to enhance their clinical
knowledge related to urogenital disorders. Adapted from the well-known board game, LUDO fosters learning, collabo-
ration, and cooperation among residents. This format is highly customizable and can be utilized by various learning
groups.
Participants, emergency medicine residents from different academic years, formed four teams, each distinguished
by a unique color. The exercise utilized simple and accessible materials, including a LUDO board, LED stopwatch, lap-
top, colored hats, and a desk bell. Teams advanced their tokens through the board by correctly answering urogenital
disorder-related questions within a specified time frame.
LUDO’s objectives extended beyond token movement, assessing essential skills such as teamwork, time manage-
ment, resource utilization, and strategic decision-making. The option to seek external resources, limited to five
times per team, added an element of strategy. Facilitators evaluated participants’ performance through questionnaires
and Likert scales.
The results revealed that LUDO effectively promoted teamwork, communication, leadership, and problem-solving
among emergency medicine residents. Resident feedback was overwhelmingly positive, with interest in adopting this
format for other educational modules. The gamified approach encouraged engagement and motivation, with imme-
diate feedback ensuring continuous learning.
Creator
Asjad Mallick1* and Shahan Waheed2
Source
https://doi.org/10.1186/s12245-023-00567-0
Date
2024
Contributor
Peri Irawan
Format
pdf
Language
english
Type
text
Files
Collection
Citation
Asjad Mallick1* and Shahan Waheed2, “Learning Urogenital Diseases in Oddity (LUDO)—a gamification‐based innovation for learning urogenital diseases in emergency medicine,” Repository Horizon University Indonesia, accessed April 11, 2026, https://repository.horizon.ac.id/items/show/12246.