Pedagogic development of a gamified approach to enhancing engagement in interprofessional education

Sarah Aynsley, Valerie Ball, Jonathan Berry, Angela Hancock, Rebecca Harrison, Katie Maddock, Andrew Morris, Alison Pooler, Patricia Procter, Russell Crawford

Abstract


Inter-professional education (IPE) is an integral part of learning for undergraduate healthcare students. From the evidence in the literature about the benefits of linked learning, collaboration between the health professions early in student development can lead to improved patient outcomes. This article reflects on the adoption at Keele University in the United Kingdom (UK), of a novel approach to introducing inter-professional education – with the intention of increasing interest in undergraduate health students across the Health faculty. A card-based scenario game (a ‘Braincept’ game) in the style of a pub quiz introduced elements of gamification, in order to engage students and increase their awareness of various healthcare professionals’ roles and interactions. This article assesses the impact of using gamification elements and outlines pedagogic principles underpinning development of this novel intervention.


Keywords


Pedagogy; Interprofessional education; gamification; learning and teaching

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References


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DOI: https://doi.org/10.21100/compass.v15i1.1178

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