Inaugural Pan-Canadian RADGames: Results From a Successful Approach to Radiology Education for Medical Students

Published:August 20, 2022DOI:

      Rationale and Objectives

      A goal in radiology undergraduate medical education is to improve exposure to the field. In 2022, the Canadian Association of Radiologists’ Medical Student Network hosted for the first time “RADGames,” an interactive image interpretation contest for medical students across Canada. This program was aimed to spark interest in radiology and improve students’ image interpretation skills through gamification with expert guidance.

      Materials and Methods

      Volunteers from Radiology Interest Groups in Canadian medical schools set up a virtual event for the competition using breakout rooms and a quiz platform. Participant recruitment was through social media and advertisement by medical student associations. Participants were surveyed anonymously for feedback following the event. Data about previous exposure to and knowledge of radiology, and an evaluation of the event including self-perceived impact on participants’ understanding of the field were collected.


      Eighty seven medical students from 15 of Canada's 17 medical schools competed against one another virtually. Forty seven (54%) responded to the post-event evaluation survey. All responses about the event itself were favourable. Respondents overwhelmingly indicated that RADGames increased their interest in radiology (38, 81%), their understanding of the work of a radiologist (31, 66%) and their knowledge about medical imaging (46, 98%), and improved their confidence in basic imaging interpretation (36, 77%).


      The Canadian Association of Radiologists’ Medical Student Network hosted Canada's first national image interpretation competition for medical students, RADGames. Feedback was overwhelmingly positive, with perceived benefits to participants on their understanding of and interest in radiology.

      Key Words


      CAR (Canadian Association of Radiologists), MSN (Medical Student Network)
      To read this article in full you will need to make a payment

      Purchase one-time access:

      Academic & Personal: 24 hour online accessCorporate R&D Professionals: 24 hour online access
      One-time access price info
      • For academic or personal research use, select 'Academic and Personal'
      • For corporate R&D use, select 'Corporate R&D Professionals'


      Subscribe to Academic Radiology
      Already a print subscriber? Claim online access
      Already an online subscriber? Sign in
      Institutional Access: Sign in to ScienceDirect


        • Soulez G
        • Forster B
        • Kielar A
        • et al.
        Radiology learners and cOVID-19: now and after [Internet].
        Can Assoc Radiol. 2020; (Available at:)
        • Gong B
        • Nugent JP
        • Guest W
        • et al.
        Influence of artificial intelligence on Canadian Medical Students’ Preference for radiology specialty: anational survey study.
        Acad Radiol. 2019; 26 (Available at:): 566-577
      1. CAR. Value of Radiology, Part II [Internet]. [cited 2022 Mar 7];Available at:

        • Brady AP
        • Bello JA
        • Derchi LE
        • et al.
        Radiology in the Era of Value-based Healthcare: A Multi-Society Expert Statement from the ACR, CAR, ESR, IS3R, RANZCR, and RSNA.
        Radiology. 2020; 298: 486-491
        • Darras KE
        • Spouge R
        • Kang H
        • et al.
        The Challenge with Clinical Radiology Electives: Student and Faculty Perspectives Identify Areas for Improvement.
        Can Assoc Radiol J. 2019; 70: 337-343
        • Dobson JL
        • Fenwick A
        • Linehan V
        • Hartery A.
        Radiology interest groups: a recipe for success.
        Can Assoc Radiol J = J l'Association Can des Radiol. 2021; 72: 343-351
        • Santos J
        • Figueiredo AS
        • Vieira M.
        Innovative pedagogical practices in higher education: An integrative literature review.
        Nurse Educ Today. 2019; 72 (Available at:): 12-17
        • Krath J
        • Schürmann L
        • von Korflesch HFO.
        Revealing the theoretical basis of gamification: a systematic review and analysis of theory in research on gamification, serious games and game-based learning.
        Comput Human Behav. 2021; 125 (Available at:)106963
        • Plass JL
        • Homer BD
        • Kinzer CK.
        Foundations of Game-Based Learning.
        Educ Psychol. 2015; 50: 258-283
        • Manzano-León A
        • Camacho-Lazarraga P
        • Guerrero MA
        • et al.
        Between level up and game over: a systematic literature review of gamification in education.
        Sustainability. 2021; 13 (Available at:)
      2. Needham MD, Vaske J. Survey implementation, sampling, and weighting data [Internet]. Survey research and analysis: Applications in parks, recreation and human dimensions. State College, PA: Venture Publishing; 2008. p. 173-222. Available from:,Sampling&Weighting-SecondProofs.pdf.

        • Sandrone S
        • Carlson C.
        Gamification and game-based education in neurology and neuroscience: applications, challenges, and opportunities.
        Brain Disord. 2021; 1 (Available at)100008
        • Nevin CR
        • Westfall AO
        • Rodriguez JM
        • et al.
        Gamification as a tool for enhancing graduate medical education.
        Postgrad Med J. 2014; 90 (LP –693Available at:): 685
        • Kerfoot BP
        • Kissane N.
        The Use of Gamification to Boost Residents’ Engagement in Simulation Training.
        JAMA Surg. 2014; 149: 1208-1209
        • Courtier J
        • Webb EM
        • Phelps AS
        • Naeger DM.
        Assessing the learning potential of an interactive digital game versus an interactive-style didactic lecture: the continued importance of didactic teaching in medical student education.
        Pediatr Radiol. 2016; 46: 1787-1796
        • Middeke A
        • Anders S
        • Schuelper M
        • Raupach T
        • Schuelper N.
        Training of clinical reasoning with a Serious Game versus small-group problem-based learning: a prospective study.
        PLoS One. 2018; 13: e0203851-e0203852
        • Awan O
        • Dey C
        • Salts H
        • et al.
        Making learning fun: gaming in radiology education.
        Acad Radiol. 2019; 26 (Available at:): 1127-1136
        • Rudolphi-Solero T
        • Jimenez-Zayas A
        • Lorenzo-Alvarez R
        • Domínguez-Pinos D
        • Ruiz-Gomez MJ
        • Sendra-Portero F.
        A team-based competition for undergraduate medical students to learn radiology within the virtual world Second Life.
        Insights Imaging. 2021; 12 (Available at:): 89
        • Nulty DD.
        The adequacy of response rates to online and paper surveys: what can be done.
        Assess Eval High Educ. 2008; 33: 301-314
        • Khan R
        • Apramian T
        • Kang JH
        • Gustafson J
        • Sibbald S.
        Demographic and socioeconomic characteristics of Canadian medical students: a cross-sectional study.
        BMC Med Educ. 2020; 20: 151
        • Statistics Canada
        2016 census of population.
        Stat Canada Cat. 2016; 2016190 (no. 98-400-X2016190)
        • Groves RM
        • Presser S
        • Dipko S.
        The role of topic interest in survey participation decisions.
        Public Opin Q. 2004; 68: 2-31
        • Levaillant M
        • Levaillant L
        • Lerolle N
        • Vallet B
        • Hamel-Broza JF.
        Factors influencing medical students’ choice of specialization: a gender based systematic review.
        Eclinical Medicine. 2020; 28
        • Yballe L
        • O'Connor D
        Toward a pedagogy of appreciation.
        Adv Appreciative Inq. 2004; 1: 171-192
        • Donkin R
        • Rasmussen R.
        Student perception and the effectiveness of kahoot!: a scoping review in histology, anatomy, and medical education.
        Anat Sci Educ. 2021; 14: 572-585