developing, experiencing and implementing the seniors ... · • discuss the potential development...

Game-designed interprofessional

education: Developing, experiencing

and implementing the Seniors’ Healthcare Navigation Challenge

Health Sciences Education and Research Commons Health Sciences Council, University of Alberta

Game-designed interprofessional education: Developing, experiencing and implementing

the Seniors’ Healthcare Navigation Challenge

• Welcome • Introductions around the room • Who we are

Introductions

Name Department

Susan Sommerfeldt Nursing

Cheryl Sadowski Pharmacy

Chris Ward Medical Lab Science

JoAnne Davies HSERC - IPE Manager

Louisa Fricker HSERC – Instructional Designer

Pam Rock HSERC – Simulation/SP Director

Sharla King HSERC - Director

Workshop Agenda • Introduction • Institutional organization • History & development of the game • Operational aspects • Play the game • Debrief • Evaluation of the game

Workshop objectives Workshop participants will: • Explore how to develop a theme-based

interprofessional educational (IPE) student experience using game design techniques.

• Engage in a session of the IPE game and debriefing techniques that reinforce interprofessional learning.

• Discuss the potential development and implementation of a similar activity in their own educational context.

Simulation vs Gamification

• Gamification of activity 50-60 students per game

• Idea sprang from simulated experiences, not simulation

• Gamification explored to provide variety within larger IPE experiences

Game Learning Objectives:

• Articulate knowledge of other professional roles and role of patient/family

• Explore the complexity and challenges of the older adult pursuing wellness

• Explore differing degrees of inclusion in the decision-making process as a patient in the healthcare team

• Experience how varying levels of interprofessional collaboration impact healthcare/personal well being

Gamification defined

• Use of game design elements in non-game contexts (Deterding, et al 2011)

• Phenomenon of creating gameful experiences (Hamari et al, 2014)

• Process of making actities more game-like (Werbach, 2014)

Working definition in education

• The introduction of game design elements and gameful experiences in the design of learning processes (Dicehev and Dicheva, 2017)

Extending the game elements in IPE

• Need the context of IPE in our institution • The history of the game development • Organizational support • Pragmatics of the game

IPE at UofA

• Joanne Davies Interprofessional Education Manager

UA context

IPE @Ualberta Programs Participating

Health Sciences Council • Agriculture/Life/Env Sci

– Dietetics/Nutrition – Human Ecology

• Medicine & Dentistry – Dental Hygiene – Dentistry – Medical Laboratory Science – Medicine (MD) – Radiation Therapy

• Nursing – Entry from high school – After-degree

• Pharmacy • Physical Education

– Kinesiology – Recreation Therapy

• Rehabilitation Medicine – Occupational Therapy – Physical Therapy – Speech-Language Pathology

IPE Competencies Frameworks

CIHC UAlberta

Interprofessional Health Team Development (Competency-Based Experiential Course)

Reflection

Role Clarification

Patient-Centred

Care Collaboration Communication

Fall Electives

Community Sessions

Simulations, Games, Interactives

How it all began…

• Cheryl Sadowski Professor, Pharmacy and Pharmaceutical Sciences

History

• Pharmacy • Context • Rationale • Implementation

History

• Timelines – 1991 - The Geriatric Medication Game© was

developed by the St. Louis College of Pharmacy.

– 2003 - Game revised and updated version distributed

– 2017 - Game undergoing an update.

• This game has undergone testing with publications validating the impact of learning for pharmacy students.

Pharmacy Implementation - Canada

• 2011 - Game was purchased by the Faculty of Pharmacy & Pharmaceutical Sciences for use in the pharmacy skills laboratory for 3rd year students.

• Permission was obtained to “Canadianize” and revise the game for the current Canadian context.

• 2012–2013 – game used in Pharmacy • 2014 – game transferred to IPE course • 2015-2017 – game revised for IPE use

Transition to Canadian Context

• Overall structure of game intact • Examples of modifications

– Integration of stations to reflect where resources and benefits obtained

– Changes in terminology • Social security number vs. social insurance number

Transition to IPE

• Dramatic restructuring – Integration of more disciplines, administrative support,

and education expertise • More

– stations, settings, more health professionals – activities, questions, challenges, etc. reflecting broader

approach to health • Change in:

– Focus on the senior, wellness, and healthy aging, versus disease, medication management, and system challenges

– Gamificiation verus simulation

Coordination as an IPE activity

• Pam Rock Associate Director, HSERC

Administration: Goals

• Revision of Game

• Evaluation

• Dissemination of Scholarly Work

Administration: Collaboration Original group of 15 members with representation from:

– Med Lab Science – Human Ecology – Physical Therapy – Pharmacy – Medicine – Nursing – HSERC

Administration: Meetings

April 2016 to September 2017 15 scheduled meetings & working sessions Additional time in preparing materials and providing feedback

Administration: Challenges

• Scheduling • Varied time commitments • Change in players

Administration: Successes

• Great Game • IP Collaboration in Action • Scholarly Work

Make it happen!

• Louisa Fricker Elearning & Digital Initiatives Specialist

Operations: Collaboration

• Working group meetings, Google Docs • Input from experts regarding:

Game theory Debriefing Educational design Logistics Health care system Graphic design

• Develop game content and structure

Operations: Project Coordinator

• Facilitate collaboration • Develop (or delegate) the game materials • Ensure consistency across all game materials • Organize a dry run

(pilot test)

Operations: Printing

• Station cards, challenge cards, signage, character sheets, etc.

Operations: Game Supplies

• Tokens, timers, health equipment, and station supplies

Operations: Costs

Costs are estimated. All amounts are in CDN dollars.

Staff time (game development, session facilitation, etc.) Not tracked

Major equipment (wheelchairs, walkers, crutches, tables, chairs) No charge

Tokens (4000 slot machine tokens) $400

Outsourced printing, laminating (station cards, challenge cards, signage) $100

In-house printing $10

Station supplies (oven mitts, timers, pill splitters, blue tape, aprons, etc.) $200

Consumables (stickers, nasal cannula, slings, etc., per game) $50

Break time

• Break, then we’ll start the game

Playing the game

• Preparing to play • Play the game • Debrief the game • Model facilitator debrief

http://flappy-spirit.over-blog.com/article-hs2-les-game-over-partie-2-4-101839698.html

• Game Wrap-up • Count your tokens – record on character sheet • Return any supplies – Prop Drop • Return to tables for debriefing

Debriefing

• Chris Ward Assoc. Professor, Department of Laboratory Medicine & Pathology, Faculty of Medicine and Dentistry

Debriefing

• Defusing (What?) * reactions and perspectives of the game • Debriefing (So What?) *Analysis using Advocacy-Inquiry, explore, question • Deepening (Now What?) *Summary and moving forward

Structured Debriefing Approach

Defusing Descriptions Reactions What?

Debriefing Analysis Exploration So What?

Deepening Future Practice Looking Ahead Now What?

Game Debrief

• Identify examples of navigating health and social systems, including accessing services, falling through the cracks, advocating, coordinating care, and delays/challenges if there are communication gaps

• Discuss areas of professional role overlap, perceived power imbalances and stereotypes between and within professions

• Explore own view of patient centeredness and ageism • Expands focus of reflection beyond self and team to

include health care system analysis

Facilitator Feedback

• Modelling post-activity discussion • Debrief and feedback • Looking for learning

Evaluating the student experience

• Sharla King Assoc. Professor, Faculty of Education Director, Health Sciences Education and Research Commons

Evaluation Results - Students • Better understanding of the challenges faced by

seniors – over 88% • Participants more sensitive towards seniors in the

future - over 73% • Better understanding of their own role in helping

seniors pursue wellness - 90% • Better understanding about the role of other health

professionals- 39% • Increased understanding of how interprofessional

collaboration impacts care – 63%

One thing learned from experience:

‘How sometimes health professionals can feel like they are helping patients with decisions but really oftentimes they are unconsciously telling them what to do.’

One instance that changed perspective about seniors:

‘We shouldn't stigmatize them and I realize that I may make some of those actions myself without realizing that I am doing them.‘ ‘I didn't like being told that I was confused or what I "needed" to do for my health instead of being asked what I wanted to do for my health.’

We’re live

• Will run this fall • Continue to evaluate

Questions?

Thanks for joining us Contacts

University of Alberta susan.sommerfeldt@ualberta.ca (Nursing) cheryl.sadowski@ualberta.ca (Pharmacy) chris.ward@ualberta.ca (Medical Lab Science) Health Sciences Education & Research Commons (HSERC) www.hserc.ualberta.ca pam.rock@ualberta.ca louisa.fricker@ualberta.ca joanne.davies@ualberta.ca sharla.king@ualberta.ca Interprofessional Education & Research - iper@ualberta.ca