Exploring the Effectiveness of an Interprofessional Game-based Learning

Study Results

Results pending

The study team has not published outcome measurements, participant flow, or safety data for this trial yet. Check back later for updates.

Basic Information

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Recruitment Status

RECRUITING

Clinical Phase

NA

Total Enrollment

350 participants

Study Classification

INTERVENTIONAL

Study Start Date

2024-04-19

Study Completion Date

2024-12-30

Brief Summary

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The goal of this waitlist control study is to evaluate the benefits of online game pedagogy to evaluate the readiness of health care students for interprofessional learning in nursing students.

Interprofessional (IP) collaboration is a core competence of health care education to enable effective teamwork and improve health outcomes. Taking into account the characteristics of our students and the pragmatic issues, v-Care (Virtual Care) is a novel strategy to deliver Interprofessional Education using gamification. Colleagues from nursing (SN), rehabilitation sciences (RS) and health technology and informatics (HTI) will collaborate in the design of v-Care, and implement and evaluate it effectiveness in nursing, physiotherapy and radiography related subjects.

To evaluate the effectiveness of interprofessional learning of the health faculty students using a multi-player point-and-click on line motivational game.

Theoretical Framework The v-Care design is based on the Self-Determination Theory (SDT) and Motivational Gamification.

Outcomes:

The primary outcome is to improve the readiness for interprofessional learning. A peer learning community will be established to improve the motivation to learn based on SDT: (1) autonomy, (2) competence and (3) relatedness.

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Detailed Description

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BACKGROUND lnterprofessional education is a core competence of health care education to enable effective collaboration and improve health outcomes \[1\] (lnterprofessional Education Collaborative Expert Panel, 2011). Numerous initiatives were implemented, including the Freshman Seminar for Broad Disciplines in Health Science (FS) in the undergraduate curriculum. IPE was explicitly listed in the FS intended learning outcomes to (1) understand the professional identity of the learners' own discipline and the other professional's roles on the health care team; and (2) Identify innovative strategies in managing selected major health issues implement using an interprofessional (IP) collaborations approach; and (3) reflect on the experience on interprofessional learning and its implications on lifelong learning and career development. Starting from 2002/23 academic year, this subject was replaced by artificial intelligence and data analytics (AIDA). Since IP is an integral part of the curriculum, implementing IPE under other teaching modes (such as gamification, peer-learning or learner-directed) must be reconsidered.

Motivational gamification is a strategy rooted in the Self-Determination Theory (SDT), gamification and micro-learning are the merits much preferred by the millennials in learning. This strategy leverages on the millennial characteristics that technology has been embedded to their daily life, they enjoy fun and games and are motivated by immediate positive rewards, such as points and badges. Furthermore, they have relatively shorter attention span and enjoy simulation in virtual environments with high quality visuals and graphics. Game features such as click-to-reveal, drag-and-drop, pop quizzes tend to engage the millennial learners. As such, the proposed project is feasible to improve the learning experience and possibly learning outcomes.

AIM To evaluate the effectiveness and impact of interprofessional learning of health faculty students using a multi-player point-and-click on line motivational game. A pretest-posttest non-equivalent waitlist control group design was employed.

METHOD Convenience sampling was adopted to recruit subjects. Inclusion criteria - Participants were recruited from the students who had enrolled in the nursing, physiotherapy and radiography subjects. Students retaking the subject will be excluded from the study.

They were assigned into two study groups according to the tutorial teaching schedule: the control and the experimental groups. The Control group attended the usual teaching activities: paper case study, whereas the intervention group participated in the vCare eGame (intervention). Surveys will be implemented before any learning activities, and at the same time for both groups after the intervention group completed the vCare eGame.

OUTCOME MEASURES Primary outcome will be measured by the Readiness for Interprofessional Learning Scale (19-items).

Secondary outcome on students' autonomy will be measured by a 24-items Perceived Peer Autonomy Support Scale and the 18-item Intrinsic Motivation Inventory.

Conditions

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Educational Problems

Study Design

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Allocation Method

NON_RANDOMIZED

Intervention Model

PARALLEL

waitlist control

Primary Study Purpose

OTHER

Blinding Strategy

SINGLE

Outcome Assessors

Study Groups

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v-Care online game

the v-Care online game consist of a clinical scenario. Participants are requested to join the online game in small groups, consisting of nursing and radiography students, to discuss the patient's condition presented in the scenario. They will also be required to watch relevant mini-videos that cover the knowledge check points within the game.

As part of the activity, participants will be expected to submit a mini interprofessional project that explains their respective roles and responsibilities in managing the patient's condition.

To enhance engagement and motivation, an online game reward system has been implemented. This system includes the opportunity to earn badges upon completing the knowledge check points or participating in learning activities such as watching tutorials or engaging in interprofessional discussions. These discussions will be recorded and summarized to highlight the key points of their conversation.

Group Type EXPERIMENTAL

v-Care Online Game

Intervention Type OTHER

A regular 2 hours traditional learning mode session - case study session and 2-hour online game session with peer-led discussion and interprofessional project submission. This spreads in 3 weeks interval

Case-based online discussion

Participants are requested to engage in case-based discussions within small groups, comprising nursing and radiography students. As part of this activity, students are required to complete a conventional assignment using a worksheet, which will allow them to elaborate on their individual roles and responsibilities in managing the patient's condition.

In addition, students are encouraged to utilize traditional learning and teaching methods by reading and exploring relevant materials pertaining to the patient's condition.

Group Type ACTIVE_COMPARATOR

Case-based online discussion

Intervention Type OTHER

A 2-hour traditional learning mode session with online peer-led discussion and submission of an interprofessional worksheet as an assignment

Interventions

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v-Care Online Game

A regular 2 hours traditional learning mode session - case study session and 2-hour online game session with peer-led discussion and interprofessional project submission. This spreads in 3 weeks interval

Intervention Type OTHER

Case-based online discussion

A 2-hour traditional learning mode session with online peer-led discussion and submission of an interprofessional worksheet as an assignment

Intervention Type OTHER

Eligibility Criteria

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Inclusion Criteria

* All students learning colorectal cancer and or frailty when taking the specified subject in the Bachelor Nursing Programme and,
* all students taking Bachelor of Science (Honours) Scheme in Medical Laboratory Science and Radiography in Radiography will be recruited

Exclusion Criteria

* Students retaking these specified subjects will be excluded.
* Students learning other disorders but not colorectal cancer or frailty are not eligible

Minimum Eligible Age

18 Years

Maximum Eligible Age

25 Years

Eligible Sex

ALL

Accepts Healthy Volunteers

No