Gamifying anatomy education: Insights from the anatomy cup

Abstract

The introduction of innovative experiential teaching approaches has been reported to improve student engagement and learning outcomes. The use of drawing, whiteboarding, Play Doh, movement and surface anatomy, including body painting encouraged student creativity and life-long learning of anatomy. An extra-curricular, inter-program anatomy competition called The Anatomy Cup, using innovative approaches, was introduced at the end of the first year of university. This friendly, fun and stimulating competition involved medical and health profession students, and staff, and involved a serious of challenges based on “hand-on” activities such as assembling torso models, identifying bones, “whiteboarding”, building structures with play doh, body painting, art and anatomical song and dance. The Anatomy Cup was a creative and novel event that offered students the opportunity to showcase the new innovative learning skills that they mastered in their first year of University, while also testing their anatomical practical skills and knowledge. This competition was a valuable tool for celebrating a successful year of anatomy learning for anatomy students and was a game-changer in maintaining high morale, satisfaction and engagement. It provided positive publicity for the universities and became an important event on the university calendar.