JMIR Publications

ABSTRACT

Background:

Interprofessional education (IPE) is essential in healthcare training, fostering teamwork and communication skills critical for addressing complex patient care needs. Developing interprofessional competency involves knowledge acquisition, teamwork readiness, and effective collaboration. However, IPE faces challenges such as geographical barriers and faculty resistance. Innovative solutions like serious games using immersive virtual reality (IVR) and web-based platforms aim to enhance engagement and collaboration. Research comparing their effects on IPE outcomes remains limited.

Objective:

To identify the most effective method for implementing IPE by assessing the impact of IVR and web-based serious games on healthcare students' interprofessional competencies and learning experiences.

Methods:

A multi-method approach, including pre-/post-learning assessments, knowledge-checking games, and focus group interviews, was adopted. A convenience sample of 203 nursing students and 68 physiotherapy students formed 34 interprofessional groups randomized to either IVR (17 groups) or web-based training (17 groups) with a crossover design. Surveys using Readiness for Interprofessional Learning Scale (RIPLS), the Brief Sense of Community Scale (BSCS), the Intrinsic Motivation Inventory (IMI) questionnaire and answered Multiple choice questions (MCQs) were administered, and four focus group with 34 consenting participants (22 nursing and 12 physiotherapy students) provided qualitative insights.

Results:

The IVR group showed significant improvements in the BSCS (p=0.001, r=-0.29), influence (p<0.001, r=-0.32) and emotional connection (p<0.001, r=-0.33). The web-based group demonstrated enhancements in community perception (p=0.001, r=-0.27). Both groups significantly improved in MCQs scores (p<0.001, r=-0.64 and r=-0.80 respectively) with the web-based group outperforming the IVR group (p<0.001, r=-0.34). No significant differences were found in RIPLS scores for both groups.

Conclusions:

Web-based games provided greater knowledge clarity and participant engagement than IVR. In both methods, community and knowledge growth were fostered, emphasizing the importance of stimulating learning environments to enhance educational outcomes.