Generative AI, Interprofessional Education
Conditions
Keywords
Generative AI, Interprofessional education, Virtual Escape Room
Brief summary
This is a pragmatic, cross-over randomized, two-group pre & post-test experimental design aims to connect health discipline students from local and overseas countries to go through adventure-based escape rooms embedded with home setting scenarios.
Detailed description
To prepare health discipline students for effective interdisciplinary learning in a global learning environment, a novel pedagogical innovation is proposed in this project - using an interactive 'Escape Room' that encompasses situational and cultural awareness to enhance the delivery of appropriate prioritized care for community people in home setting. 'Escape room' is a game-based learning that shows evidence in motivating and engaging students in the learning process. This project aims to connect health discipline students from local and overseas countries to go through adventure-based escape rooms embedded with home setting scenarios. The online rooms will be designed by the interdisciplinary teachers of involved institutions collaboratively, based on the concept of situational awareness that includes perception of the elements in the environment, comprehension of the situation, and projection of future status. To achieve the overall goal of developing prioritization skills and cultural competence skills of participating students, they will be empowered in mastering generative AI (ChatGPT) to acquire answers that pertain to specific scenarios, in which they need to analyze if the answers generated from AI are valid, helping them in prioritizing the solutions and resolving the situation correctly. It is expected that interdisciplinary and intercultural learning among health discipline students from different regions will be enhanced, and therefore the development of their global citizenship through collaborative effort.
Interventions
OTHERVirtual Escape Room
To prepare health discipline students for effective interdisciplinary learning in a global learning environment, a novel pedagogical innovation is proposed in this project - using an interactive 'Escape Room ER' that encompasses situational and cultural awareness to enhance the delivery of appropriate prioritized care for community people in home setting. 'Escape room' is a game-based learning that shows evidence in motivating and engaging students in the learning process. The online rooms will be designed by the interdisciplinary teachers of involved institutions collaboratively, based on the concept of situational awareness that includes perception of the elements in the environment, comprehension of the situation, and projection of future status. To achieve the overall goal of developing prioritization skills and cultural competence skills of participating students, they will be empowered in mastering generative AI (ChatGPT) to acquire answers that pertain to specific scenarios.
Sponsors
The University of Hong Kong
Study design
Allocation
RANDOMIZED
Intervention model
CROSSOVER
Primary purpose
OTHER
Masking
NONE
Intervention model description
Participants will be randomly allocated to either Group A or Group B using a randomization sequence generated by an independent researcher. The randomization process will be concealed from the participants. In the chronic obstructive pulmonary disease (COPD) module, Group A (intervention group) will go through the ER COPD scenario videos with group discussion whereas Group B (control group) will go through the COPD problem-based learning. The tuberculosis (TB) module will be launched after three weeks. Group B (intervention group) will go through the ER TB scenario videos with group discussion whereas Group A (control group) will go through the TB problem-based learning. Qualitative data will be collected by conducting three focus group interviews using verbatim transcription with thematic analysis. Participating students will be invited for the interview regarding their experiences in IPE and intercultural learning.
Eligibility
Sex/Gender
ALL
Age
18 Years to 40 Years
Healthy volunteers
Yes
Inclusion criteria
* undergraduate healthcare students
Exclusion criteria
* cannot communicate in English and without internet access
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Students Perceptions of Interprofessional Clinical Education Revised (SPICE-R) | 2 months | The SPICE-R instrument contains ten items and three factors dedicated to interprofessional teamwork and team-based practice (items 1, 5, 6, \& 8-10), roles/responsibilities for collaborative practice (items 2 \& 7), and patient outcomes from collaborative practice (items 3 \& 4). The SPICE-R instrument demonstrated reliability and construct validity. The instrument demonstrated validity according to multiple established criteria, and the composite reliability of the overall instrument (i.e., all ten items evaluated together) was high at 0.84. |
| Online Student Engagement questionnaire (OSE) | 2 months | The questionnaire comprised four factors, namely skills engagement (e.g., taking good notes over readings), emotional engagement (e.g., finding ways to make the course interesting to me), participation engagement (e.g., participating actively in small group discussion forums), and performance engagement (e.g., getting a good grade). The Online Student Engagement (OSE) covered 19 items that measured students' behaviours, thoughts, or feelings regarding the online courses. The items were scored using a 5-point Likert scale. The OSE requires approximately 10-15 min to complete. The maximum possible engagement score was 95, and the maximum scores in the domains of skills engagement, emotional engagement, participation engagement and performance engagement were 30, 25, 30 and 10 respectively. A mean item score of ≥3.5 (total score of ≥66.5) represents a highly engaged student. The OSE exhibited face and concurrent validity and had a Cronbach's Alpha of 0.91. |
| Modified Cultural Awareness Scale (mCAS) | 2 months | The mCAS is a four-factor measure of cultural awareness, and it possesses satisfactory internal consistency. The Cronbach's alpha value was 0.88 for the total scale and ranged from 0.7 ("cognitive awareness") to 0.9 ("general educational and research experience") for the four subscales. The four factors explained 43.4% of the total variance. All items had a factor loading \> 0.3. Factor 1, "general education and research experience," included 15 items and was the strongest factor (16.87% of the total variance). Factor 2, "behaviours/comfort with interactions," included eight items. Factor 3, "cognitive awareness," and factor 4, "clinical issues", included 7 and 5 items. Results support the use of the modified CAS as a generic tool to measure cultural awareness among students in higher education within the health and social care fields. |
| Technology-Enabled Active Learning (TEAL) | 2 months | Students' perceptions of the technology-driven learning environment were measured using the TEAL instrument (Shroff et al., 2019). This validated survey assesses how students experience active learning when supported by technology. It focuses on four key dimensions: Interprofessional Teamwork (ITR), Prioritization (PRS), Intervention (INT), and Feedback (FEE). The total TEAL score provides a comprehensive view of the students' ability to collaborate and manage tasks effectively within a digital learning framework. |
Countries
Hong Kong
Outcome results
None listed