Using a games-based approach to motivate students to engage with synchronous online interprofessional education (IPE): a case study

Description

Background In the UK, it is a professional requirement for Interprofessional Education (IPE) to be embedded in pre‐registration curricula to ensure health and social care students are supported to develop the required knowledge, skills and attitudes to make a positive contribution to the interprofessional team, both as students and upon qualification. Effective interprofessional working has been shown to enhance service user satisfaction and outcomes through collaborative practice (Grumbach ad Bodenheimer, 2004) and improve professional working relationships by challenging professional stereotyping and fostering interprofessional respect (Ateah et al., 2011). Situated outside professional programmes, perceptions of IPE as an additional learning‐burden are
problematic which necessitates a creative approach to resource development to promote student engagement and motivation and reinforce the importance of IPE. To that end, 'GAMING', a games‐based, interactive e‐resource was developed using xerte software.
Methods 'GAMING' provides cross‐Faculty learning opportunities for students to work synchronously online in interprofessional groups to explore a series of video scenarios. The online activity aims to provide an opportunity for students to learn with, from and about each other, whilst enhancing their skills of collaboration, negotiation, conflict resolution and leadership. Results In a post session survey of the first cohort to engage with 'GAMING', 70% respondents found it to be a positive learning experience, with 74% finding 'GAMING' to be an innovative and engaging e‐resource which motivated their group to learn. Conclusion 'GAMING' could be a valuable online resource to motivate students to engage with synchronous online IPE.

Period	16 Aug 2022 → 19 Aug 2022
Held at	TUFH (Towards Unity for Health Network), Canada
Degree of Recognition	International