Purpose
To develop and implement an engaging, stress-free Quiz Bowl event that maintains continuity in medical learning during summer breaks between the first and second years of medical school. This initiative aims to support better retention of first-year material, enhance integration of knowledge in second-year coursework, and improve preparation for exams like COMLEX Level 1 and USMLE Step 1.

Methods
Over four years, an online Quiz Bowl was developed using the ""Crowdpurr"" virtual gaming platform. The program evolved annually, increasing from 50 questions in the first year to 100 questions in the fourth year. The final version included 40 Microbiology, 10 Biochemistry, 10 Immunology, 10 Pharmacology, 10 Physiology vignette-style multiple-choice questions, and 20 fun trivia questions. Questions also consisted of educational graphics and clues.  First-year medical students participated in this two-week event during their summer break, accessing it via phones or computers. The Quiz Bowl encouraged collaborative participation and provided live commentary on results to enhance engagement.

Results
The Quiz Bowl demonstrated significant growth in student participation over four years. From the first to second year, participation increased by ~78% (45 to 86 students), followed by ~25% increase (86 to 114 students) from the second to third year, and another ~50% increase (114 to 160 students) from the third to fourth year. Analysis of quiz performance provided insights into students' strengths and weaknesses across different subjects, offering valuable individual feedback.

Conclusion
The Quiz Bowl proved effective in supporting continuous learning during summer breaks, potentially aiding students in maintaining and integrating first-year knowledge. This approach shows promise in enhancing student preparation for second-year courses and future exams. Additionally, it has potential to provide educators with data to identify and support students who may require additional academic resources. Future developments may include expanding subject coverage, formally assessing the program's impact on student performance, and exploring adaptations for use in other medical schools.