Abstract
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 (4Ds: Design, Define, Develop, and Deliver), 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 (n = 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 ‘Highly recommend’ it to colleagues. Thematic analysis demonstrated high engagement, competencies’ attainment, and active reflection on personal practice such as ‘importance of adjusting care plans to patients’ or ‘opened my eyes to the need for social prescribing’.
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.
