title: Playing interprofessional games: reflections on using the Interprofessional Education Game (iPEG).
abstract: This report explores the relevance of gaming in IPE curriculum design with the use of the Interprofessional Education Game (iPEG) as an activity aimed to achieve positive interprofessional learning outcomes for students. It was designed to enable the understanding of professional roles and responsibilities in patient/client care settings. We provide a description of its implementation and evaluation with first year student cohorts (900+ per cohort) over a 3-year period within an established interprofessional education (IPE) programme. The game encapsulates fun and memorable learning styles to explore professional stereotypes and team approaches to care delivery. It can be a valuable teaching tool for those designing IPE curriculum. Evaluation data from students and staff were mainly positive. We discuss the use of the game and its potential to be adapted in flexible and creative ways to assist educators in consider incorporating gaming within their own IPE programmes.
authors.affiliation: Faculty of Health and Social Care, Robert Gordon University , Aberdeen , UK .
authors.forename: Sundari
authors.initials: S
authors.lastname: Joseph
authors.forename: Lesley
authors.initials: L
authors.lastname: Diack
mesh_terms: D002983:Clinical Competence; D003299:Cooperative Behavior; D003479:Curriculum; D000068957:Games, Recreational; D006281:Health Occupations / Q000193:education*; D007400:Interprofessional Relations; D007858:Learning; D010348:Patient Care Team / Q000458:organization & administration*; D024382:Professional Role; D015397:Program Evaluation
keywords: Evaluation research; health and social care; interprofessional education; professional stereotypes; role clarity