Using games to clarify interprofessional roles and build a repository of curricula activities

Abstract

BACKGROUND. Game-based learning has emerged as an exciting innovation for teaching and learning outcomes. Educators have built engaging and immersive experiences which help students learn about the health professions and roles, by integrating game theory and gamification. Learning about these roles will help students collaborate more effectively in the future. Educators can create a dynamic learning experience for their students by introducing gaming aspects into instructional activities. Artificial intelligence (AI) could be leveraged to accelerate the broader use of these technologies in teaching and learning. METHODS. An interactive computer-based game was designed for interprofessional education and teaching, to identify the roles of nine healthcare professions. RESULTS. In the development of the game, six of the learning principles namely identity, interaction, production, customisation, challenge and consolidation and pleasantly frustrating, are applied from conceptualisation of the game and throughout the game, to ensure that gameplay and learning is achieved. CONCLUSION. The use of games can be a powerful tool to clarify interprofessional roles, and this contribution supports the building of a repository of curricula activities that incorporate games and can be valuable for educators looking to enhance their teaching methods. Overall, incorporating games into interprofessional education has the potential to improve learning outcomes and prepare future healthcare professionals for collaborative practice. Educators and institutions alike need to consider the benefits of using games as part of their educational strategies.