Purpose
Game-based learning (GBL) resources are thought to promote learning while simultaneously making the learning experience more engaging and fun.’‘Anatomy of the Cranial Nerves’ Digital Taboo’ is a digital card GBL resource that was developed to assist medical students with their neuroanatomy learning of the cranial nerves and to be used as a self-directed learning tool by them in their own time at their own pace.

Methods
The GBL resource consists of three parts that aim to assist students with their structural, functional, and clinical neuroanatomy knowledge of the cranial nerves. For Part 1, students are expected to identify the cranial nerve of interest based on seven clues. Part 1 aims to assist students with recalling the Latin number, the name, and major functions of each cranial nerve. For Part 2, the seven clues now act as ’Taboo clues’, therefore, students are expected to describe each cranial nerve without using those but instead using information regarding the course of each nerve, adjacent structures, and relevant anatomical relationships. For Part 3, students need to answer five questions for each cranial nerve that test them on their structural, functional and clinical neuroanatomy knowledge. Anatomy educators’ perceptions of the resource within a local institution will be collected to evaluate how the resource can be improved before it is made available to students.

Results
Expected challenges in relation to students using the resource, include not utilizing its different parts correctly or fully engaging with it. It is possible that students may require training on how to use it and think critically.

Lessons Learned
It is feasible that by modifying the resource, it can be incorporated within a medical curriculum in a synchronous laboratory session; nevertheless, various factors can influence its efficacy. Hence, evaluating students’ perceptions of the resource is equally important and imperative.