A novel gamified assessment using the Indian Housie Model

Background: Competency-based medical education (CBME) in India encourages learner-centric and contextually relevant assessments. Traditional assessment formats often fail to stimulate motivation, teamwork, or engagement. Gamification has emerged as a promising approach to address these gaps. Aims: To design, implement, and evaluate a Housie-based quiz as a gamified formative assessment tool for postgraduate medical students, promoting motivation, reduced stress, and collaborative learning. Methodology: A Housie-style quiz was conducted with 35 postgraduate students divided into interdisciplinary teams. The quiz used printed tickets and a curated multiple-choice question bank on respiratory physiology aligned with World Asthma Day. Minimal resources and basic audiovisual aids were used. Following the session, participants provided feedback on motivation, stress levels, teamwork, and learning effectiveness. Results: Qualitative feedback highlighted enhanced enjoyment, intrinsic motivation, reduced anxiety, active knowledge reinforcement, and improved communication and leadership skills. Many appreciated the cultural familiarity of the format and its ability to reduce exam-related stress. Participants appreciated the teamwork and collaborative problem-solving fostered by the game. However, concerns regarding equitable participation and the balance between competition and cooperation were noted. The format’s offline nature ensured smooth implementation even in resource-limited settings. Conclusion: The Housie-based quiz aligns with CBME goals and National Medical Commission guidelines by supporting cognitive, affective, and social learning domains. It offers a promising, scalable method for formative assessment in Indian medical education. Further research is needed to evaluate long-term academic impact, faculty training, and ethical best practices for gamification integration.