Designing for impact: a game-based approach to teaching health inequality in community care.

Abstract (English)

BACKGROUND: Health inequality is critical in general practice education yet is often taught through lecture-based formats that struggle to connect theoretical concepts with real-world application. Empathy and care navigation skills are essential to primary care. Game-based learning offers a dynamic and engaging alternative for trainees and students. AIM: The aim of this study was to use design methodologies to transform traditionally delivered didactic teaching into an interactive, game-based lesson. This thereby enhanced learners' understanding of social determinants of health, empathy, and community care navigation. METHOD: Using the Double Diamond framework (<i>4Ds: Design, Define, Develop, and Deliver</i>), human-centred design and iterative prototyping was applied. A scoping review of gamification and educational principles was applied. Next, a character-driven strategy game was developed whereby players make a series of decisions, choosing between health and important life milestones. Subsequently, a low-fidelity prototype was developed and focus group-tested with educators, trainees, and multidisciplinary healthcare team (<i>n</i> = 20). Feedback informed refinements of character narratives, visuals, and game mechanics. The prototype was delivered in four 1-hour small-group workshops, and feedback collected via semi-structured qualitative surveys and thematically analysed. RESULTS: Ninety out of 147 participants (61.2%) responded, with a mean rating of 4.7/5 stars; 68.9% would '<i>Highly recommend</i>' it to colleagues. Thematic analysis demonstrated high engagement, competencies' attainment, and active reflection on personal practice such as <i>'importance of adjusting care plans to patients'</i> or <i>'</i>o<i>pened my eyes to the need for social prescribing'.</i> CONCLUSION: This project demonstrates the use of design engineering concepts as a flexible and effective method of reinvigorating training material and enhancing learners' ability to apply learnt professional values and skills to real-life daily scenarios.