Testing
A one-off gamified lecture doubles resident Lp(a) knowledge scores and modestly lifts screening at an academic primary care clinic (J Clin Lipidol 2025)
Original title: Enhancing internal medicine resident lipoprotein(a) knowledge and screening practices through a novel gamified didactic intervention in a large urban academic primary care setting
At a single academic internal medicine residency programme, 108 residents received an Lp(a) curriculum delivered either as a gamified KAHOOT!-based lecture or a traditional slide-based one. Knowledge scores rose significantly from a 3.9 out of 10 pretest to 8.5 immediately post-lecture (P < .0001) and remained elevated at 5.8 at three months (P = .0001), with no meaningful difference between the gamified and traditional formats (8.6 vs. 8.5 post-test, P = .978; 5.8 vs. 6.3 at three months, P = .466). In the three months following the didactic, resident ordering of Lp(a) among patients who had a lipid panel assessed rose from 1.21% to 3.11% (P < .0001). A single teaching intervention, regardless of format, measurably improved both resident knowledge and, more modestly, actual screening behaviour.
Original abstract
Introduction: Elevated lipoprotein(a) (Lp[a]) is an independent risk factor for the development of atherosclerotic cardiovascular disease. Despite National Lipid Association guidelines recommending one-time Lp(a) screening in adults aged 18 years and older, Lp(a) testing remains underutilized.
Methods: A novel gamified ambulatory curriculum educating internal medicine residents on Lp(a) was implemented at a single academic internal medicine residency program. A total of 108 residents received a Lp(a) lecture in either a gamified format using KAHOOT! or slide-based traditional format. Learning outcomes including Likert scale ratings of confidence utilizing and interpreting Lp(a) results and a 10-question knowledge assessment were collected prior to the didactic, immediately following, and after 3 months. Screening rates prior to and following intervention were assessed.
Results: The Lp(a) curriculum significantly improved resident knowledge following the lecture (8.5 out of 10 questions post-test vs 3.9 pretest, P < .0001) and at 3-month follow up (5.8 3-month vs 3.9 pretest, P = .0001). Learning outcomes in the gamified group were similar to the traditional group (8.5 post-test traditional vs 8.6 post-test gamified, P = .978; 6.3 3-month traditional vs 5.8 3-month gamified, P = .466). In the 3 months following the didactic, there was a significant increase in resident Lp(a) screening among patients who had a lipid panel assessed compared to baseline (3.11% vs 1.21%, P < .0001).
Conclusions: Both internal medicine resident Lp(a) knowledge and confidence improved following either a gamified or traditional lecture-based didactic. Addressing gaps in resident knowledge led to a modest increase in Lp(a) screening rates in our resident clinic among patients for whom a lipid panel was assessed.
Summary written by lp-a.org from the published abstract; figures as published. Page updated 18 August 2026. Methods.