Interprofessional Education, Serious Games
Conditions
Keywords
Virtual Reality, Undergraduate Health Care education, Serious games, Interprofessional Education
Brief summary
The goal of this randomised controlled trial is to compare the effectiveness of IVR and game-based learning in Interprofessional education (IPE), with significant implications for IPE delivery. The main question it aims to answer is: Does IVR or game-based learning enhance students' interprofessional competencies and learning outcomes in IPE? Which modalities optimise the educational effectiveness for IPE implementation among healthcare students between IVR and game-based learning? Researchers will compare the effectiveness of both IVR training and a mobile gaming platform and identify the optimal modality for IPE implementation. Participants will be randomly assigned to 2 groups: the IVR group that received a one-week IPE training with Immersive Virtual Reality (iHealthEd-IVR); the web-based group that received a one-week IPE training with a web-based serious game (V-Care).
Interventions
OTHERIVR group
a one-week IPE training with Immersive Virtual Reality (iHealthEd-IVR) training for healthcare students, which is embedded in the course
OTHERweb-based group
a one-week IPE training with a web-based serious game (V-Care) training for healthcare students, which is embedded in the course
Sponsors
The Hong Kong Polytechnic University
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
TREATMENT
Masking
SINGLE (Outcomes Assessor)
Eligibility
Sex/Gender
ALL
Age
18 Years to No maximum
Healthy volunteers
No
Inclusion criteria
* Either undergraduate and pre-registration master's nursing students from the School of Nursing or undergraduate physiotherapists from the Department of Rehabilitation Sciences at the Hong Kong Polytechnic University * Enrolled nursing subject (SN 402/5012) for nursing students * Physiotherapy students who will earn practicum hours by participating
Exclusion criteria
* A student who refused to sign the consent form while enrolled in the subject in which the program is embedded as the course element.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Intrinsic Motivation Inventory (IMI) | From baseline to the end of the intervention period at 2 weeks | The Intrinsic Motivation Inventory (IMI) is a multidimensional measure used to assess participants' subjective experience related to a target activity in laboratory experiments. The IMI evaluates several subscales, including interest/enjoyment, perceived competence, effort, value/usefulness, pressure/tension, perceived choice, and relatedness. The interest/enjoyment subscale is considered the self-report measure of intrinsic motivation, while perceived choice and perceived competence are theorized to be positive predictors, and pressure/tension a negative predictor, of intrinsic motivation. The IMI consisted of 18 items scored on a Likert scale from 1 (not at all true) to 7 (very true). The overall IMI scale had strong internal consistency, with a Cronbach's alpha of .85. |
| Readiness for Interprofessional Learning Scale (RIPLS) | From baseline to the end of the intervention period at 2 weeks | The Readiness for Interprofessional Learning Scale (RIPLS) was used to measure the "readiness" of healthcare students for shared IP learning. The RIPLS comprised a 19-item, 3-factor scale assessing students' perceptions of: 1) teamwork and collaboration, 2) professional identity, and 3) professional roles and responsibilities. The RIPLS uses a 5-point Likert scale for responses, ranging from 1 (strongly disagree) to 5 (strongly agree). Overall, higher total and subscale scores on the RIPLS would demonstrate greater "readiness" and more positive perceptions towards the value of IPE and collaborative practice among healthcare students. The overall RIPLS scale demonstrated strong internal consistency reliability (α = 0.90). |
| Brief Sense of Community Scale (BSCS) | From baseline to the end of the intervention period at 2 weeks | The Brief Sense of Community Scale (BSCS) is an 8-item scale designed to measure the dimensions of sense of community as defined by the McMillan and Chavis model. The BSCS includes items representing the four dimensions of needs fulfillment, group membership, influence, and emotional connection. Participants responded to the BSCS items using a 5-point Likert-type scale ranging from 1 (strongly disagree) to 5 (strongly agree). A higher score on the BSCS indicates a stronger sense of community. The BSCS demonstrated strong internal consistency reliability, with Cronbach's alpha of .92. |
| Multiple choice questions (MCQs) | From baseline to the end of the intervention period at 2 weeks | Multiple choice questions (MCQs) were developed as a measure of student learning outcome on the knowledge of IPE. The questions and answers were collaboratively developed by academics from nursing and rehabilitation sciences. |
| Face-to-face semi-structured focus group interviews | After the completion of all the IPE learning activities or the two modalities at 5 weeks | To ensure representativeness and comprehensiveness of the qualitative data, participants will be recruited using stratified purposive sampling based on characteristics relevant to their learning experiences, such as field and year of study. The focus group will begin with a guiding question: "What was your IPE learning experience?" Participants will then discuss how the experience impacted their studies, elements they liked or disliked, and skills, knowledge, and benefits gained. Four face-to-face focus groups typically suffice to reach data saturation, and each session lasted approximately 60 minutes on average |
Countries
Hong Kong
Contacts
PRINCIPAL_INVESTIGATORJustina Liu, PhD
School of Nursing, The Hong Kong Polytechnic University
Outcome results
None listed