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Game-designed interprofessional
education: Developing, experiencing
and implementing the Seniors’ Healthcare Navigation Challenge
Health Sciences Education and Research Commons Health Sciences Council, University of Alberta
Game-designed interprofessional education: Developing, experiencing and implementing
the Seniors’ Healthcare Navigation Challenge
• Welcome • Introductions around the room • Who we are
Introductions
Name Department
Susan Sommerfeldt Nursing
Cheryl Sadowski Pharmacy
Chris Ward Medical Lab Science
JoAnne Davies HSERC - IPE Manager
Louisa Fricker HSERC – Instructional Designer
Pam Rock HSERC – Simulation/SP Director
Sharla King HSERC - Director
Workshop Agenda • Introduction • Institutional organization • History & development of the game • Operational aspects • Play the game • Debrief • Evaluation of the game
Workshop objectives Workshop participants will: • Explore how to develop a theme-based
interprofessional educational (IPE) student experience using game design techniques.
• Engage in a session of the IPE game and debriefing techniques that reinforce interprofessional learning.
• Discuss the potential development and implementation of a similar activity in their own educational context.
Simulation vs Gamification
• Gamification of activity 50-60 students per game
• Idea sprang from simulated experiences, not simulation
• Gamification explored to provide variety within larger IPE experiences
Game Learning Objectives:
• Articulate knowledge of other professional roles and role of patient/family
• Explore the complexity and challenges of the older adult pursuing wellness
• Explore differing degrees of inclusion in the decision-making process as a patient in the healthcare team
• Experience how varying levels of interprofessional collaboration impact healthcare/personal well being
Gamification defined
• Use of game design elements in non-game contexts (Deterding, et al 2011)
• Phenomenon of creating gameful experiences (Hamari et al, 2014)
• Process of making actities more game-like (Werbach, 2014)
Working definition in education
• The introduction of game design elements and gameful experiences in the design of learning processes (Dicehev and Dicheva, 2017)
Extending the game elements in IPE
• Need the context of IPE in our institution • The history of the game development • Organizational support • Pragmatics of the game
IPE at UofA
• Joanne Davies Interprofessional Education Manager
UA context
IPE @Ualberta Programs Participating
Health Sciences Council • Agriculture/Life/Env Sci
– Dietetics/Nutrition – Human Ecology
• Medicine & Dentistry – Dental Hygiene – Dentistry – Medical Laboratory Science – Medicine (MD) – Radiation Therapy
• Nursing – Entry from high school – After-degree
• Pharmacy • Physical Education
– Kinesiology – Recreation Therapy
• Rehabilitation Medicine – Occupational Therapy – Physical Therapy – Speech-Language Pathology
IPE Competencies Frameworks
CIHC UAlberta
Interprofessional Health Team Development (Competency-Based Experiential Course)
Reflection
Role Clarification
Patient-Centred
Care Collaboration Communication
Fall Electives
Community Sessions
Simulations, Games, Interactives
How it all began…
• Cheryl Sadowski Professor, Pharmacy and Pharmaceutical Sciences
History
• Pharmacy • Context • Rationale • Implementation
History
• Timelines – 1991 - The Geriatric Medication Game© was
developed by the St. Louis College of Pharmacy.
– 2003 - Game revised and updated version distributed
– 2017 - Game undergoing an update.
• This game has undergone testing with publications validating the impact of learning for pharmacy students.
Pharmacy Implementation - Canada
• 2011 - Game was purchased by the Faculty of Pharmacy & Pharmaceutical Sciences for use in the pharmacy skills laboratory for 3rd year students.
• Permission was obtained to “Canadianize” and revise the game for the current Canadian context.
• 2012–2013 – game used in Pharmacy • 2014 – game transferred to IPE course • 2015-2017 – game revised for IPE use
Transition to Canadian Context
• Overall structure of game intact • Examples of modifications
– Integration of stations to reflect where resources and benefits obtained
– Changes in terminology • Social security number vs. social insurance number
Transition to IPE
• Dramatic restructuring – Integration of more disciplines, administrative support,
and education expertise • More
– stations, settings, more health professionals – activities, questions, challenges, etc. reflecting broader
approach to health • Change in:
– Focus on the senior, wellness, and healthy aging, versus disease, medication management, and system challenges
– Gamificiation verus simulation
Coordination as an IPE activity
• Pam Rock Associate Director, HSERC
Administration: Goals
• Revision of Game
• Evaluation
• Dissemination of Scholarly Work
Administration: Collaboration Original group of 15 members with representation from:
– Med Lab Science – Human Ecology – Physical Therapy – Pharmacy – Medicine – Nursing – HSERC
Administration: Meetings
April 2016 to September 2017 15 scheduled meetings & working sessions Additional time in preparing materials and providing feedback
Administration: Challenges
• Scheduling • Varied time commitments • Change in players
Administration: Successes
• Great Game • IP Collaboration in Action • Scholarly Work
Make it happen!
• Louisa Fricker Elearning & Digital Initiatives Specialist
Operations: Collaboration
• Working group meetings, Google Docs • Input from experts regarding:
Game theory Debriefing Educational design Logistics Health care system Graphic design
• Develop game content and structure
Operations: Project Coordinator
• Facilitate collaboration • Develop (or delegate) the game materials • Ensure consistency across all game materials • Organize a dry run
(pilot test)
Operations: Printing
• Station cards, challenge cards, signage, character sheets, etc.
Operations: Game Supplies
• Tokens, timers, health equipment, and station supplies
Operations: Costs
Costs are estimated. All amounts are in CDN dollars.
Staff time (game development, session facilitation, etc.) Not tracked
Major equipment (wheelchairs, walkers, crutches, tables, chairs) No charge
Tokens (4000 slot machine tokens) $400
Outsourced printing, laminating (station cards, challenge cards, signage) $100
In-house printing $10
Station supplies (oven mitts, timers, pill splitters, blue tape, aprons, etc.) $200
Consumables (stickers, nasal cannula, slings, etc., per game) $50
Break time
• Break, then we’ll start the game
Playing the game
• Preparing to play • Play the game • Debrief the game • Model facilitator debrief
http://flappy-spirit.over-blog.com/article-hs2-les-game-over-partie-2-4-101839698.html
• Game Wrap-up • Count your tokens – record on character sheet • Return any supplies – Prop Drop • Return to tables for debriefing
Debriefing
• Chris Ward Assoc. Professor, Department of Laboratory Medicine & Pathology, Faculty of Medicine and Dentistry
Debriefing
• Defusing (What?) * reactions and perspectives of the game • Debriefing (So What?) *Analysis using Advocacy-Inquiry, explore, question • Deepening (Now What?) *Summary and moving forward
Structured Debriefing Approach
Defusing Descriptions Reactions What?
Debriefing Analysis Exploration So What?
Deepening Future Practice Looking Ahead Now What?
Game Debrief
• Identify examples of navigating health and social systems, including accessing services, falling through the cracks, advocating, coordinating care, and delays/challenges if there are communication gaps
• Discuss areas of professional role overlap, perceived power imbalances and stereotypes between and within professions
• Explore own view of patient centeredness and ageism • Expands focus of reflection beyond self and team to
include health care system analysis
Facilitator Feedback
• Modelling post-activity discussion • Debrief and feedback • Looking for learning
Evaluating the student experience
• Sharla King Assoc. Professor, Faculty of Education Director, Health Sciences Education and Research Commons
Evaluation Results - Students • Better understanding of the challenges faced by
seniors – over 88% • Participants more sensitive towards seniors in the
future - over 73% • Better understanding of their own role in helping
seniors pursue wellness - 90% • Better understanding about the role of other health
professionals- 39% • Increased understanding of how interprofessional
collaboration impacts care – 63%
One thing learned from experience:
‘How sometimes health professionals can feel like they are helping patients with decisions but really oftentimes they are unconsciously telling them what to do.’
One instance that changed perspective about seniors:
‘We shouldn't stigmatize them and I realize that I may make some of those actions myself without realizing that I am doing them.‘ ‘I didn't like being told that I was confused or what I "needed" to do for my health instead of being asked what I wanted to do for my health.’
We’re live
• Will run this fall • Continue to evaluate
Questions?
Thanks for joining us Contacts
University of Alberta [email protected] (Nursing) [email protected] (Pharmacy) [email protected] (Medical Lab Science) Health Sciences Education & Research Commons (HSERC) www.hserc.ualberta.ca [email protected] [email protected] [email protected] [email protected] Interprofessional Education & Research - [email protected]
