Small groups, big impact: using games to teach health inequality in primary care

BACKGROUND: Game-based learning (GBL) is a rapidly-expanding field with growing evidence it can enhance learner motivation, increase engagement with abstract themes e.g. health inequalities, and encourage application of theoretical knowledge into real-world practice.

AIM: Our project explores healthcare users' perspectives on using GBL to teach health inequality and identify key considerations for integrating games into existing small group teachings.

METHOD: Using purposive sampling methodology, healthcare educators, early-year professionals and students were invited to participate. In mixed focus groups, participants were exposed to a character-driven strategy game whereby players made a series of decisions, choosing between health and important life milestones. Data were subsequently collected via semi-structured qualitative interviews and thematically analysed.

RESULTS: Thirteen participants were recruited; educators(3) and early-year professionals and students (medical[3], nursing[6], allied health professional[1]).

Thematic analysis suggests overall positive use-case for GBL in small group teachings. Interactivity encouraged learner engagement and empathy, while short-game format led to further discussions around wider themes of health inequalities. Motivated by the character-driven narratives, participants cited a natural curiosity to explore characters' sociocultural backgrounds and their social determinants limiting access to better healthcare. However, educators cited the importance of post-game debriefs to support reflective discourse given players emotional conflict and anxiety when confronting this topic. One participant 'felt uncomfortable making decisions for a non-white, non-English speaker,' while some questioned, 'What is the right choice for them?' 

CONCLUSION: GBL has a promising role in complementing small group tutorials by encouraging peer-led reflective thinking, empathy and professional curiosity, all essential to primary care education.