Exploring the Effectiveness of an Interprofessional Game-based Learning

Educational Problems Clinical Trial

Official title:

An Exploratory Study on the v-Care Interprofessional Online Game for Healthcare Students

Clinical Trial Details — Status: Recruiting

Administrative data

• NCT number: NCT06434532
• Other study ID #: HSEARS20230729001
• Status: Recruiting
• Phase: N/A
• Start date: April 19, 2024
• Est. completion date: July 30, 2024

Study information

• Verified date: January 2024
• Source: The Hong Kong Polytechnic University
• Contact: Kitty Chan, PhD
• Phone: 91683233
• Email: kitty.yy.chan[@]polyu.edu.hk
• Is FDA regulated: No
• Study type: Interventional

Clinical Trial Summary

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.

Description:

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.

Recruitment information / eligibility

• Status: Recruiting
• Enrollment: 350
• Est. completion date: July 30, 2024
• Est. primary completion date: June 30, 2024
• Accepts healthy volunteers: No
• Gender: All
• Age group: 18 Years to 25 Years

Eligibility

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

Related Conditions & MeSH terms

• Educational Problems

Intervention

Other:
• 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
• 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

Locations

Country	Name	City	State
Hong Kong	School of Nursing	Hung Hom	Hong Kong Island
Hong Kong	The Hong Kong Polytechnic University	Hung Hom	Hong Kong Island

Sponsors (1)

Lead Sponsor	Collaborator
The Hong Kong Polytechnic University

Country where clinical trial is conducted

Hong Kong, 

Outcome

Type	Measure	Description	Time frame	Safety issue
Primary	Readiness of Health Care Students for Interprofessional Learning (RIPLS)	A 5-point Likert scale questionnaire will be used. There are four subscales that included teamwork and collaboration, negative professional identity, positive professional identity, and roles and responsibility. The higher scores mean a better outcome.	This will be administered immediately before the start of the learning activity and immediately after the activity is completed
Secondary	Intrinsic Motivation Inventory	This is a 9-items instrument with 3 subscales: interest/enjoyment, perceived competence, and pressure/tension; on a 7-point Likert Scale - Not at all true, somewhat true to very true.; The higher scores mean a better outcome	This will be administered immediately before the start of the learning activity and immediately after the activity is completed
Secondary	Perceived Autonomy Scale	One 6-items scale will be used to assess the perceive autonomy after the students have completed the learning activity. This is rated on a 7-point Likert Scale - from 1 strongly disagree to 7 strongly agree.; The higher scores mean a better outcome	This will be administered immediately before the start of the learning activity and immediately after the activity is completed