Clinical trial NCT06434532: Exploring the Effectiveness of an Interprofessional Game-based Learning
Official title: An Exploratory Study on the v-Care Interprofessional Online Game for Healthcare Students
Study type: INTERVENTIONAL
Overall status: RECRUITING
Phase: NA
Conditions: Educational Problems
Keywords: Interprofession
online game
nursing
multidisciplinary education
Lead sponsor: The Hong Kong Polytechnic University
Sponsor class: OTHER
First posted: 2024-05-30
Enrollment: 350
Sex: ALL
Minimum age (years): 18
Maximum age (years): 25
Standard ages: ADULT
Accepts healthy volunteers: no
Allocation: NON_RANDOMIZED
Intervention model: PARALLEL
Intervention model description: waitlist control
Primary purpose: OTHER

Brief 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.

Detailed 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.

Eligibility criteria: 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

Primary outcomes:
measure: Readiness of Health Care Students for Interprofessional Learning (RIPLS)
timeFrame: This will be administered immediately before the start of the learning activity and immediately after the activity is completed
Secondary outcomes:
measure: Intrinsic Motivation Inventory
timeFrame: This will be administered immediately before the start of the learning activity and immediately after the activity is completed
measure: Perceived Autonomy Scale
timeFrame: This will be administered immediately before the start of the learning activity and immediately after the activity is completed
Other outcomes:
Locations:
city: Hung Hom
country: Hong Kong
facility: School of Nursing
state: Hong Kong Island
city: Hung Hom
country: Hong Kong
facility: The Hong Kong Polytechnic University
state: Hong Kong Island
Study officials:
affiliation: The Hong Kong Polytechnic University
name: Kitty Chan, PhD
role: PRINCIPAL_INVESTIGATOR
References: