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 Susan Sommerfeldt Cheryl Sadowski Chris Ward JoAnne Davies Louisa Fricker Pam Rock Sharla King Department Nursing Pharmacy Medical Lab Science HSERC - IPE Manager HSERC Instructional Designer HSERC Simulation/SP Director 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) Role Clarification Communication Patient- Centred Care Collaboration Reflection
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 3 rd 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 Educational design Health care system Develop game content and structure Debriefing Logistics Graphic design
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 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 Costs are estimated. All amounts are in CDN dollars.
Break time Break, then we ll start the game
Playing the game Preparing to play Play the game Debrief the game Model facilitator debrief
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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 University of Alberta Contacts susan.sommerfeldt@ualberta.ca (Nursing) cheryl.sadowski@ualberta.ca (Pharmacy) chris.ward@ualberta.ca (Medical Lab Science) Health Sciences Education & Research Commons (HSERC) www.hserc.ualberta.ca pam.rock@ualberta.ca louisa.fricker@ualberta.ca joanne.davies@ualberta.ca sharla.king@ualberta.ca Interprofessional Education & Research - iper@ualberta.ca