Introduction:

“Gamification” is not a term frequently used in medical education, due to the classical perception with which pedagogical processes are developed in this field. However, the mere fact of competing to obtain a grade to complete the requirements of a subject, unconsciously adds elements of gamification.

Objective:

To determine the factors taken into account to gamify a class or subject in medical education.

Methods:

A systematic review of the literature on medical education, published between 2013 and 2021 in Scopus, Pubmed and SciELO, referring to the integration of gamification in training processes was developed.

Results:

In all the articles, advantages of the pedagogical implementation were observed, which are grouped in the development of students' intrinsic individual competencies, the pedagogical achievements obtained and the skills achieved thanks to teamwork. Disadvantages were also reported, represented in the extensive need for resources, the inadequate use of gamification and the difficulties in investigating the effects of gamification.

Conclusions:

The results mentioned depend on the planning used by the teacher, since elements such as instruction, subject, modality, form of work and the technology to be used, determine the advantages obtained from this pedagogical intervention.

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