Playing interprofessional games: reflections on using the Interprofessional Education Game (iPEG).

Area of Science:

• Health Professions Education
• Medical Simulation
• Educational Technology

Background:

• Interprofessional education (IPE) is crucial for preparing healthcare students for collaborative patient care.
• Traditional IPE methods may not fully address professional role understanding and team dynamics.
• There is a need for innovative pedagogical tools to enhance IPE curriculum design.

Purpose of the Study:

• To explore the relevance and effectiveness of the Interprofessional Education Game (iPEG) in IPE curriculum.
• To assess the game's impact on student understanding of professional roles and team approaches to care.
• To evaluate the implementation and student/staff feedback of iPEG over a three-year period.

Main Methods:

• Implementation of the iPEG, a gaming activity, within an established IPE program for first-year health professional students (over 900 per cohort).
• A three-year evaluation period involving student and staff feedback.
• Analysis of qualitative and quantitative data to assess learning outcomes and user experience.

Main Results:

• The iPEG successfully facilitated understanding of professional roles and responsibilities in patient care settings.
• Evaluation data from over 900 students per cohort and staff were predominantly positive.
• The game was found to be a valuable teaching tool, promoting memorable learning and exploring professional stereotypes.

Conclusions:

• The iPEG is a valuable and effective tool for enhancing interprofessional education curriculum design.
• Gaming activities can foster positive interprofessional learning outcomes and improve team-based care understanding.
• The iPEG offers potential for flexible adaptation by educators seeking to incorporate gaming into their IPE programs.