Number
705
Name
When Cytokines Become Cards: Developing a Game-Based Approach to Immunology Learning
Date & Time
Sunday, June 7, 2026, 5:30 PM - 7:00 PM
Location Name
Oglethorpe Ballroom
Speakers
Authors
Mark F. Santos, Touro University Nevada, College of Osteopathic Medicine, Henderson, NV
Tyler Bland, University of Idaho, School of Health and Medical Professions, Moscow, ID
Karen M. Duus, Touro University Nevada, College of Osteopathic Medicine, Henderson, NV
Rajasekaran Koteeswaran, Old Dominion University, Macon & Joan Brock Virginia Health Sciences, Eastern Virginia Medical School, Norfolk, VA
Chidambaram Nachiappan, Western Michigan University, Homer Stryker M.D. School of Medicine, Kalamazoo, MI
L. Rob Peters, Western Michigan University, Homer Stryker M.D. School of Medicine, Kalamazoo, MI
Amy Stone, University of Nevada Las Vegas, Kirk Kerkorian School of Medicine, Las Vegas, NV
Presentation Topic(s)
TBL/PBL
Description
PURPOSE:
Cytokine networks are conceptually dense, highly integrative, and
consistently identified by students as one of the most challenging components
of pre-clinical immunology curricula. To address this gap, faculty from five
medical schools collaboratively developed CytoKind of a Big Deal (CKBD), a
case-based educational card game designed to promote active learning,
clinical reasoning, and durable understanding of cytokine function.
METHODS:
The development of CKBD occurred over one year and incorporated principles
of gamification, cognitive load reduction, and case-based learning. The
multidisciplinary team created five clinically authentic patient scenarios
centered on cytokine-driven immune responses. Each case is solved through the
strategic use of cytokine, effector cell, and function cards, encouraging
players to reason through mechanistic pathways. All game elements were mapped
to predefined learning objectives and aligned with pre-/post-quiz items
created for IRB-approved evaluation. The game was refined iteratively through
internal pilot sessions, rule simplification, and content-validity checks
across participating institutions. A prospective multi-institutional
educational study has been designed to evaluate feasibility, learner
perceptions, and short-term knowledge gains using standardized quizzes and a
satisfaction survey administered through each institution’s secure online
assessment platform.
RESULTS:
The development phase resulted in a complete, ready-to-deploy game
consisting of 100 cards, standardized instructions, and a structured
30-40-minute gameplay session. Internal pilot testing demonstrated strong
engagement, clear gameplay flow, and effective alignment with immunology learning
objectives. IRB approval was secured to implement CKBD within optional study
sessions for medical students, with planned comparisons of pre- and post-quiz
performance and qualitative learner feedback across institutions.
CONCLUSION:
CKBD represents an innovative, scalable tool for supporting foundational
immunology learning. Its design emphasizes clinical relevance, active
decision-making, and conceptual integration. Full evaluation is ongoing;
however, early developmental feedback suggests CKBD may address persistent
challenges in teaching cytokine biology and enhance student engagement in
complex immunology content.
Cytokine networks are conceptually dense, highly integrative, and
consistently identified by students as one of the most challenging components
of pre-clinical immunology curricula. To address this gap, faculty from five
medical schools collaboratively developed CytoKind of a Big Deal (CKBD), a
case-based educational card game designed to promote active learning,
clinical reasoning, and durable understanding of cytokine function.
METHODS:
The development of CKBD occurred over one year and incorporated principles
of gamification, cognitive load reduction, and case-based learning. The
multidisciplinary team created five clinically authentic patient scenarios
centered on cytokine-driven immune responses. Each case is solved through the
strategic use of cytokine, effector cell, and function cards, encouraging
players to reason through mechanistic pathways. All game elements were mapped
to predefined learning objectives and aligned with pre-/post-quiz items
created for IRB-approved evaluation. The game was refined iteratively through
internal pilot sessions, rule simplification, and content-validity checks
across participating institutions. A prospective multi-institutional
educational study has been designed to evaluate feasibility, learner
perceptions, and short-term knowledge gains using standardized quizzes and a
satisfaction survey administered through each institution’s secure online
assessment platform.
RESULTS:
The development phase resulted in a complete, ready-to-deploy game
consisting of 100 cards, standardized instructions, and a structured
30-40-minute gameplay session. Internal pilot testing demonstrated strong
engagement, clear gameplay flow, and effective alignment with immunology learning
objectives. IRB approval was secured to implement CKBD within optional study
sessions for medical students, with planned comparisons of pre- and post-quiz
performance and qualitative learner feedback across institutions.
CONCLUSION:
CKBD represents an innovative, scalable tool for supporting foundational
immunology learning. Its design emphasizes clinical relevance, active
decision-making, and conceptual integration. Full evaluation is ongoing;
however, early developmental feedback suggests CKBD may address persistent
challenges in teaching cytokine biology and enhance student engagement in
complex immunology content.