Operationalizing resilient healthcare concepts through a serious video game for clinicians

Abstract

Resilient healthcare emphasises the importance of adaptive capacity for the quality of healthcare. It has had extensive theoretical development, but comparatively limited translation for clinicians in practice. This study was the first in the world to present resilient healthcare principles in a serious video game. Serious games are an effective tool for engaging users, sharing ideas and eliciting reflections. The purpose of this study was to communicate principles from resilient healthcare to clinicians through a serious video game, and to evaluate the game's feasibility as a prompt to reflect on practice. The game, Resilience Challenge, is scenario-based and requires players to resolve dilemmas in clinical practice. It was disseminated online, and was played 1,949 times during the four-month study. The game was evaluated using an immediate cross-sectional survey, which included both Likert-style and free text responses (n=141). Participants reported that the game was engaging (93%) and that they would recommend it to others (89%). Fewer participants reported learning about resilient healthcare concepts (64%). Resilience Challenge is a promising way to engage with healthcare professionals and potentially improve safety in healthcare, and warrants further research.

Distance learning during the COVID-19 pandemic: School closure in Indonesia

“…Some teachers also encourage students to use low-internet data applications (Tuli et al, 2020) and free sites, such as low-cost e-learning (Brown et al, 2020;Jackson et al, 2020;Yuhasriati et al, 2020), as not every school provides internet data subsidy for students and teachers. So, teachers implement the distance learning strategy by recommending free online learning apps for students.…”

Indonesian Students’ Perception about the Effectiveness of E-Learning Implementation During COVID-19

“…If students and lecturers choose synchronously, most of them combine WhatsApp with other platforms like Google Classroom. Based on data and signal limitations, many lectures also encourage students to use low-internet data applications (Tuli et al, 2020)and free sites, such as low-cost e-learning (Azhari et al, 2020;Brown et al, 2020;Jackson et al, 2020), as not every HEI provides internet data subsidy for students and lectures.…”

The Role Of Collaborative Learning In Resilience In Healthcare - A Thematic Qualitative Meta-Synthesis Of Resilience Narratives

“…Recent research has indicated that the creation of re ective spaces, where different stakeholders have the opportunity to meet and exchange experiences within and across levels has the potential to bridge tacit and explicit knowledge, and thereby create awareness [21]. Creating spaces for re ection that can facilitate mindfulness and awareness towards clinical practice, the choices that are made, and why, has been suggested as promising in other contexts [21,31,32,55]. Creating re exive spaces for stakeholders across different system contexts and levels could therefore potentially create higher awareness and understanding among different stakeholders and their roles in a complex adaptive healthcare system.…”

“…Most frequently resilience studies adress learning as an outcome, pointing at speci c adaptive practices to handle capacity-demand misalignments, such as workarounds [26], secret second handovers [27], or next of kin agency [28,29]. More recently, some studies have focused on developing speci c tools for strengthening resilient capacities, such as serious games [30][31][32][33] and re ective spaces or narratives [12,21]. However, resilience studies are frequently tightly focused on individual learning,such as people-technology interaction [34], or openness for change,- [35], with only limited focus on team learning or collaborative learning approaches.…”