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 was adopted. which included pre- and post-learning assessments, knowledge-checking games, and focus group interviews to assess competency improvements and identify qualitative differences between IVR and web-based serious gaming platforms. A convenience sample consisting of 203 nursing students and 68 physiotherapy students was selected, creating 34 interprofessional groups. These groups were randomly allocated to either IVR (17 groups) or web-based training (17 groups) and underwent a crossover design, utilizing each modality for one week before transitioning. Surveys were administered to all students regarding their learning experiences, and four focus group discussions were held with 34 consenting participants (22 nursing and 12 physiotherapy students) to collect qualitative insights. All the participants filled the 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).

Results:

The IVR group showed significant improvements in the Brief Sense of Community Scale (BSCS) and emotional connection (p=0.00). The web-based group demonstrated enhancements in community perception (p=0.00) and intrinsic motivation (p=0.04). Both groups significantly improved in multiple-choice question (MCQ) scores (p=0.00). Web-based group demonstrated significant improvements in MCQs compared with IVR group (p=0.00). No significant differences were found in the Readiness for Interprofessional Learning Scale (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.