The Journal club (JC) is a gathering of individuals who meet regularly to critically evaluate recent articles in the academic literature Journal clubs are usually organized around a defined subject in basic or applied research¹. Medical Students must develop the ability to interpret articles in the academic medical literature in terms of quality of research, interpretation of the results and its relevance for medical practice. Therefore, we regard JCs as essential and well-recognized teaching method. 

Our former means of promoting JCs was choosing one of the students, usually a resident, to prepare a presentation of an article,  while other students were supposed to read the article and participate in in the presentation. However, our experience has shown JC to be counterproductive, because students often fail to read the articles, leaving this task only for the one who prepares the presentation.

It is known that the learning process is enhenced by the immediate and continuos feedback and collaborative work². Therefore, our JC activity would benefit from modern teaching techniques such as gamification and team-based learning³.

Gamification is the use of elements of game design to increase user engagement⁴. Gamification has been successfully incorporated into medical endeavours in recent years, from patient's chronic disease education⁵ to drug development by the pharmaceutical industry⁶.

Team based learning is is the use of learning teams to enhance student engagement and the quality of student or trainee learning⁷.The main features of the team-based learning approach are the following:

1. Group formation: small groups of students must be formed. In order for groups to function as effectively as possible, students' diverse skill sets and backgrounds must be evenly distributed among teams. Groups must be formed in the beggining of the course and remain permanent.
2. Individual accountability for out-of-class work such as reading prior to class meeting. This accountability is ensured by what is called the Readiness Assurance Process (RAP) in which students take a short individual readiness assurance test (iRAT), immediately afterward take the same test again with members of their team working on a single answer sheet (tRAT). After these two steps, students make written appeals on any questions that the team regarded as incorect on the tRAT, should they find statements in their assigned reading that supports their view, and, (d) the instructor takes questions from the class on any of the questions or themes brought up by them.
3. Incentive for working effectively together as a team by giving significant credit (course points) for team activities (such as the tRAT), the subsequent in-class activities (application exercises) that are the hallmark of team-based learning, longer term team projects, and team-member given points for "team maintenance", essentially points given to recognize contributions made to team efforts and withheld when a team member is acting as a freeloader or in some other way not pulling his or her weight or working with team mates in productive ways.
4.  In class application exercises that promote both learning and team development. Feedback on these assignments should be both frequent and immediate. Furthermore, assignments that require groups to make decisions and enable them to report their decisions in a simple form, will usually generate high levels of group interaction.

Therefore, we hypothecised that by means of gamification and team-based learning students would improve critical reading of medical articles. The aim of this report was to develop a question and answear game based on medical articles.

Gamification helps students to engage themselves in the activity through their collaborative nature, enhanced by the sense of constructive competition offered by the game.

By means of TBL, undergraduates and residents are able optimize the assimilation of medical articles. Furthermore, TBL seems to enhance their communication skills and team work. We believe this kind of activity to be the future of JC in our department.