Small groups, big impact: using games to teach health inequality in primary care

Game-based learning (GBL) is a rapidly-expanding field with growing evidence it can enhance learner motivation, increase engagement with abstract themes e.g. health inequalities, and encourage application of theoretical knowledge into real-world practice.

Our project explores healthcare users' perspectives on using GBL to teach health inequality and identify key considerations for integrating games into existing small group teachings.

Using purposive sampling methodology, healthcare educators, early-year professionals and students were invited to participate. In mixed focus groups, participants were exposed to a character-driven strategy game whereby players made a series of decisions, choosing between health and important life milestones. Data were subsequently collected via semi-structured qualitative interviews and thematically analysed.

Thirteen participants were recruited; educators(3) and early-year professionals and students (medical[3], nursing[6], allied health professional[1]).Thematic analysis suggests overall positive use-case for GBL in small group teachings. Interactivity encouraged learner engagement and empathy, while short-game format led to further discussions around wider themes of health inequalities. Motivated by the character-driven narratives, participants cited a natural curiosity to explore characters' sociocultural backgrounds and their social determinants limiting access to better healthcare. However, educators cited the importance of post-game debriefs to support reflective discourse given players emotional conflict and anxiety when confronting this topic. One participant 'felt uncomfortable making decisions for a non-white, non-English speaker,' while some questioned, 'What is the right choice for them?' CONCLUSION: GBL has a promising role in complementing small group tutorials by encouraging peer-led reflective thinking, empathy and professional curiosity, all essential to primary care education.