en Systematical Review/Meta-Analysis <span style="font-size:12pt"><span style="line-height:normal"><span style="font-family:Calibri,sans-serif"><b><span style="font-size:10.0pt"><span cambria="" style="font-family:"><span style="color:#4f81bd">Aims:</span></span></span></b> <span style="font-size:10.0pt"><span cambria="" style="font-family:">Gamification has increasingly been incorporated into medical education to improve student engagement, motivation, and academic performance. This study aimed to systematically evaluate the effects of gamification-based learning interventions on knowledge outcomes, clinical skills, OSCE performance, and student motivation. </span></span></span></span></span><br> <span style="font-size:12pt"><span style="line-height:normal"><span style="font-family:Calibri,sans-serif"><b><span style="font-size:10.0pt"><span cambria="" style="font-family:"><span style="color:#4f81bd">Information & Methods:</span></span></span></b> <span style="font-size:10.0pt"><span cambria="" style="font-family:">This systematic review and meta-analysis were conducted in accordance with the PRISMA 2020 guidelines. Literature searches were performed in PubMed, Scopus, Google Scholar, and citation-tracking sources through December 2025. Quantitative studies evaluating gamification interventions among undergraduate or professional medical students were included. Data were synthesized narratively, and a meta-analysis was conducted using a random-effects model. Effect sizes were calculated using standardized mean differences with 95% confidence intervals, and heterogeneity was assessed using the I&sup2; statistic.</span></span></span></span></span><br> <span style="font-size:12pt"><span style="line-height:normal"><span style="font-family:Calibri,sans-serif"><b><span style="font-size:10.0pt"><span cambria="" style="font-family:"><span style="color:#4f81bd">Findings:</span></span></span></b> <span style="font-size:10.0pt"><span cambria="" style="font-family:">Fourteen studies met the inclusion criteria, and six were eligible for meta-analysis. The pooled analysis demonstrated a moderate positive effect of gamification compared with conventional teaching approaches. Greater benefits were observed in clinically oriented and skill-based learning activities, although substantial heterogeneity was identified across studies. Gamification also improved collaborative participation, learning satisfaction, and classroom interaction in several studies involving simulation-based educational activities in undergraduate medical education programs. </span></span></span></span></span><br> <span style="font-size:12pt"><span style="line-height:normal"><span style="font-family:Calibri,sans-serif"><b><span style="font-size:10.0pt"><span cambria="" style="font-family:"><span style="color:#4f81bd">Conclusion:</span></span></span></b><span style="font-size:10.0pt"><span cambria="" style="font-family:"> Gamification is a promising educational strategy in medical education.</span></span></span></span></span><br> &nbsp; Gamification, Medical Education, Medical Students, Learning, Clinical Competence 271 280 http://hehp.daneshafarand.org/browse.php?a_code=A-10-1-144&slc_lang=en&sid=4 R.N. Millani 1003194753284600387930 1003194753284600387930 Yes Department of Medical Education, Faculty of Medicine, Airlangga University, Surabaya, Indonesia A.K.R. Purba 1003194753284600387931 1003194753284600387931 No Department of Medical Education, Faculty of Medicine, Airlangga University, Surabaya, Indonesia H.T. Joewono 1003194753284600387932 1003194753284600387932 No “Department of Medical Education, Faculty of Medicine” and “Dr. Soetomo Academic General Hospital”, Airlangga University, Surabaya, Indonesia