Presenter(s)
Chisom Enebechi and Aislinn Dorko
Abstract
Background: A Community-based, student-led clinic provides free health services to underserved areas, bringing together students from allied health disciplines to promote interprofessional collaboration and health promotion. Previous orientation sessions were lecture-based with a team-building activity providing limited opportunities for active learning. To address this, a gamified orientation activity was developed using realistic, scenario-based cases designed to exemplify common community health situations. Purpose: This quality improvement project aims to evaluate whether gamification improves students' perceived ability to communicate, collaborate, and understand roles and responsibilities when delivering team-based care. Methods: The project was guided by Bandura's Social Learning Theory and implemented using the IOWA model. Interprofessional scenarios were developed specifically to five allied health disciplines. Participants included students (n=33) enrolled in a community-based clinical. A review of current literature supported the use of gamification as an educational tool that enhances engagement and motivation among healthcare students. The Interprofessional Collaborative Competency Attainment Survey (ICCAS) was used for pre and post measurement. Paired t-tests examined changes in mean pre/post responses for each of the 20 items. p < 0.0025. Results: Quantitative results indicated a decrease in self-reported interprofessional competencies post-intervention. However, students reported gaining a deeper awareness of interprofessional collaboration, likely reflecting a shift from perceived competence to self-awareness, a finding consistent with the Dunning-Kruger effect. Conclusion: Although self-assessment scores declined, students verbalized increased understanding of interprofessional communication and collaboration. Gamification may serve as a valuable learning method to promote team-based learning and promote self-awareness. More studies with larger samples are suggested. Objectives: After the learning activity, students will • Verbalize Improved interprofessional communication and collaboration • Demonstrate enhanced identification of interprofessional roles and responsibilities • Discuss development of critical thinking and decision-making in health promotion.
College
College of Nursing & Health Sciences
Department
Nursing
Campus
Winona
First Advisor/Mentor
Sandra Paddock
Location
Kryzsko Great River Ballroom, Winona, Minnesota; United States
Start Date
4-23-2026 1:00 PM
End Date
4-23-2026 2:00 PM
Presentation Type
Poster Session
Format of Presentation or Performance
In-Person
Session
2a=1pm-2pm
Poster Number
17
Gamification as a Strategy for Interprofessional Learning
Kryzsko Great River Ballroom, Winona, Minnesota; United States
Background: A Community-based, student-led clinic provides free health services to underserved areas, bringing together students from allied health disciplines to promote interprofessional collaboration and health promotion. Previous orientation sessions were lecture-based with a team-building activity providing limited opportunities for active learning. To address this, a gamified orientation activity was developed using realistic, scenario-based cases designed to exemplify common community health situations. Purpose: This quality improvement project aims to evaluate whether gamification improves students' perceived ability to communicate, collaborate, and understand roles and responsibilities when delivering team-based care. Methods: The project was guided by Bandura's Social Learning Theory and implemented using the IOWA model. Interprofessional scenarios were developed specifically to five allied health disciplines. Participants included students (n=33) enrolled in a community-based clinical. A review of current literature supported the use of gamification as an educational tool that enhances engagement and motivation among healthcare students. The Interprofessional Collaborative Competency Attainment Survey (ICCAS) was used for pre and post measurement. Paired t-tests examined changes in mean pre/post responses for each of the 20 items. p < 0.0025. Results: Quantitative results indicated a decrease in self-reported interprofessional competencies post-intervention. However, students reported gaining a deeper awareness of interprofessional collaboration, likely reflecting a shift from perceived competence to self-awareness, a finding consistent with the Dunning-Kruger effect. Conclusion: Although self-assessment scores declined, students verbalized increased understanding of interprofessional communication and collaboration. Gamification may serve as a valuable learning method to promote team-based learning and promote self-awareness. More studies with larger samples are suggested. Objectives: After the learning activity, students will • Verbalize Improved interprofessional communication and collaboration • Demonstrate enhanced identification of interprofessional roles and responsibilities • Discuss development of critical thinking and decision-making in health promotion.
Comments
Check presenters - confirm with Nalli - Enebechi, Chisom S; Dorko, Aislinn M