# ‘Dragon's Den’: Gamifying Handover Skills Teaching

## TL;DR

This study shows that a gamified 'Dragon's Den'-style workshop improves medical students' confidence and preparedness in patient handover skills.

## Contribution

The study introduces a novel, gamified, peer-led simulation method for teaching handover skills with low resource requirements.

## Key findings

- Quantitative analysis showed statistically significant improvements in students' confidence and preparedness.
- Students found the session engaging and relevant, though some requested more resources and earlier scheduling.
- The method is scalable and applicable to broader educational settings.

## Abstract

Effective communication during patient handovers is critical to ensuring patient safety. While previous teaching methods locally have been successful, they have typically relied on substantial faculty input and resources. Drawing inspiration from contemporary approaches to small group learning, this study explores the impact of a gamified clinical simulation—delivered through an interactive, ‘Dragon’s Den’‐style format—on medical students’ self‐reported confidence and preparedness in handover and referral skills.

A 90‐min workshop was developed incorporating a ‘Dragon’s Den’‐inspired activity. Students assumed the role of ‘investors’, in teams, using a structured checklist to evaluate pre‐recorded video handovers. This was followed by paired practice of referrals with fictional clinical scenarios, during which students gave and received peer feedback, using the same checklist. Paired pre‐ and postsession responses were collected via Wooclap to assess changes in self‐reported confidence and preparedness. An anonymous free‐text feedback form was also distributed following the session.

Quantitative analysis revealed a statistically significant improvement in both confidence and preparedness. Thematic analysis of qualitative feedback highlighted that students found the session engaging, relevant, and valuable; however, some expressed a desire for additional resources and suggested the session may be beneficial if scheduled earlier in the curriculum.

This study supports the use of gamified clinical simulation as an effective method for teaching handover skills. The peer‐led, experiential format offers a scalable, low‐resource approach that aligns well with the constraints of modern medical curricula. Moreover, this model carries potential for broader application in wider educational settings.