Introduction

Education through active methodology is increasingly gaining attention in the medical education scenario, complementing, or even replacing, the traditional teaching method. Bearing this in mind, the system of gamification, a well-accepted one among students, innovates, since the learning process becomes playful and participatory, contributing to the holistic formation of the students.

Objectives

To describe the accomplishment of a four-round, competitive championship, and to prove the effectiveness of the method as an innovative form of learning. In all, 16 medical students participated in the championship.

Methods

This was a cross-sectional, observational study, using quantitative and qualitative methodologies. The study consists of the application of a teaching and learning method based on the gamification process and the subsequent application of an evaluation questionnaire to the students for critical analysis.

Results

Student satisfaction with the activity was observed, with the unanimous assertion that the technique used facilitates learning. 87.5% of the members preferred the application of active methodologies over traditional ones. 81.25% of the participants asserted the need to integrate methods with playful approaches into their curricular activities. On the other hand, 12.5% of the students agreed that the applied leisure activity does not corroborate for teamwork and 6.25% preferred the traditional teaching methods. Conclusion It was demonstrated that the method of gamification develops a propitious environment for the learning process, with substantial student support. The requirement for change in the educational methods used in undergraduate training could also be perceived, as well as support for such changes among students, and hence the need to seek more and more methodologies that support the development of multiple competences and that can use playfulness as an incentive for the learning process.

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