Game jams for cultural safety training in Colombian medical education: a pilot randomised controlled trial

Abstract

ObjectivesExplore the acceptability and feasibility of a randomised controlled trial (RCT) to assess game jams—participatory events to cocreate digital or board games in a time-constrained environment—in cultural safety training of medical students. The pilot tests methods and procedures and explores the validity and reliability of our research instrument.DesignTwo-arm parallel-group pilot RCT with a 1:1 allocation ratio.SettingFaculty of Medicine in Chia, Colombia.Participants79 final-year medical students completed the baseline questionnaire. 64 completed the assessment immediately after the intervention: 31 in the intervention group (20 female) and 33 in the control group (18 female). 35 completed the final assessment (18 control and 17 intervention) 4 months after the intervention.InterventionsThe intervention group joined a 5-hour game jam composed of a 1-hour lecture and a 4-hour session to create and to play educational games about cultural safety. The control group had a 1-hour conventional lesson, followed by a 4-hour study session of selected readings on cultural safety.Primary and secondary outcome measuresThe instrument, an online self-administered Likert-type questionnaire, assessed a self-reported cultural safety results chain based on a planned behaviour theory. Student recruitment, retention and perception of the activity determined acceptability. The methodological and logistical factors for a full-scale study determined feasibility.ResultsAfter the intervention, students randomised to that arm reported a slightly higher cultural safety score (26.9) than those in the control group (25.9) (difference −1, 95% CI −3.0 to 1.0). Students described game jam learning in favourable terms and considered cultural safety training relevant. The university authorised the conduct of the full-scale trial.ConclusionGame jam learning is feasible and acceptable for cultural safety training of Colombian medical students. Researchers and educators may find our results informative in the design of RCTs assessing educational interventions.Trial registration numberISRCTN14261595 (stage: pilot study results)

Fuzzy cognitive mapping in participatory research and decision making: a practice review

“…Most cases mapped stakeholder knowledge in the context of participatory research [ 26 , 32 – 38 39 ]. They also described using FCM to contextualise mixed-methods literature reviews in stakeholder perspectives [ 5 , 40 , 41 , 42 ] and to conduct secondary quantitative analysis of surveys [ 43 – 45 ]. A fourth FCM application, not discussed in detail in this paper, is in graduate teaching.…”

“…Behavioural change in a dengue prevention trial in Mexico [ 43 ] A secondary analysis of a cluster randomised controlled trial modelled intermediate results between knowing about dengue prevention and taking actions for dengue prevention Mexico, 2016 Four maps stratified by gender and intervention status, 6185 participants 2. Culturally safe attitudes in a medical education trial in Colombia [ 44 , 45 ] A secondary analysis of a randomised controlled trial with medical students modelled intermediate results between knowing about cultural safety and behavioural change Colombia, 2019 Two maps stratified by intervention status, 347 participants 3. Synthesis of a scoping review on maternal health in Indigenous communities with traditional midwives [ 39 , 40 ] Fuzzy cognitive maps summarised the results of a scoping review and allowed a comparison between the literature and stakeholder maps The Americas, 2020 One literature map summarised 87 studies 4.…”

“…Four maps stratified by gender and intervention status, 6185 participants 2. Culturally safe attitudes in a medical education trial in Colombia [44,45] A secondary analysis of a randomised controlled trial with medical students modelled intermediate results between knowing about cultural safety and behavioural change…”

Educational games created by medical students in a cultural safety training game jam: a qualitative descriptive study

“…The students proposed different learning objectives such as improving the knowledge, attitudes, and skills related to cultural safety: "The aim [of the game] is to provide, in a fun way, knowledge about the steps to reach cultural safety" (group 4) "Roleplay in which decisions must be made to show assertive communication, respect for traditional medicine users, and potential integration with Western medicine. " (group 14) Students used several scenarios to describe the place and context in which their game takes place. This includes rural areas, as well as situations of intercultural clash or specific clinical cases.…”

“…Evidence suggests that people perceive game jams as a fun and engaging method to assimilate new knowledge and skills [ 9 ]. Having fun through collaborative learning, with ownership of the material and messages as part of the process rather than as the education outcome, could offer a stark contrast to conventional lecture halls and multiple-choice questions [ 14 ]. Game jam learning has received particular attention in Finland, where the national curricula has shifted towards promoting meta skills like learning-to-learn and communication.…”