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Abstract

Introduction: Clinical practice guideline adherence remains a challenge in health care, with reported rates as low as 26%. Research shows multiple barriers to adherence, including limited access and guideline complexity. Integrating guidelines into education is crucial, demanding innovative methods to enhance translation into practice.

Methods: This multiple methods study explored application of the substitution, augmentation, modification, and redefinition model to integrate social media and gamification activities to engage students in learning action statements of a clinical practice guideline for the management of heart failure. Performance on exam items relevant to the guideline content were used to determine if this method resulted in improved understanding and application of guideline content. Student reflections provided qualitative information to determine if students felt increased engagement with the guideline content.

Results: Quantitative analysis of short-term and long-term assessments showed improved retention in applicable exam items, with varying effect sizes. Qualitative analysis identified several themes including enjoying social media use, considering future practice implications, and trepidation in using content created by classmates.

Discussion: The study successfully demonstrated the effectiveness of integrating social media and gamification in clinical practice guideline education, aligning with constructivism and adult learning principles. The "flipped gaming" approach engaged students actively, fostering intrinsic motivation and self-efficacy. The metacognitive reflection assignment contributed to long-term retention and application of knowledge. In summary, this innovative approach addressed diverse learning styles, providing a successful framework for clinical practice guideline education.

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