Building Healthcare Students’ Research Skills Through Co-creating a Game to Teach Research: A Qualitative Study

Authors

Lise Johns, School of Health Sciences and Social Work, Griffith University, Australia
Leanne Bisset, School of Health Sciences and Social Work, Griffith University, Australia
Stacey Weightman, School of Health Sciences and Social Work, Griffith University, Australia
Gary Grant, School of Pharmacy and Medical Science, Griffith University, Australia
Mary-Ann Shuker, Office of the Pro Vice Chancellor (Health) (Learning and Teaching) Griffith University, Australia
Thea van de Mortel, School of Nursing and Midwifery, Griffith University, AustraliaFollow

Abstract

Purpose. Healthcare students may lack the knowledge and confidence to apply research. This study evaluated the impact of immersion in student-academic co-creation and evaluation of a gamified resource on healthcare students’ research knowledge, and confidence.

Method. A qualitative descriptive design was utilised. Student partners contributed to all aspects of design, implementation, and evaluation of the game. Students’ perceptions of this process were evaluated via a group interview and thematic analysis.

Results. Six undergraduate students from five healthcare disciplines participated. Two overarching themes were identified. The first related to impacts of the immersion process on students’ own research knowledge and confidence, and the other to students’ perceptions of the collaborative process. The student-academic partnership provided rich learning opportunities that broadened students’ research knowledge, created value for their clinical practice and improved their confidence to undertake research. Partnership facilitators were clear communication, the student-led aspect, and access to academic expertise. Barriers included the time commitment, changing timelines and managing competing priorities.

Conclusion. Students from multiple disciplines working in partnership with academics to co-create, implement, and evaluate a gamified resource to improve healthcare students’ research confidence, reported increased research knowledge facilitated by their multidisciplinary interactions. While this was an interesting outcome, the project relied on student volunteers, and participation did not contribute to course credit. Finding ways to provide outcomes for a greater number of students is a future focus

Recommended Citation

Johns, Lise; Bisset, Leanne; Weightman, Stacey; Grant, Gary; Shuker, Mary-Ann; and de Mortel, Thea van (2025) "Building Healthcare Students’ Research Skills Through Co-creating a Game to Teach Research: A Qualitative Study," Health Professions Education: Vol. 11: Iss. 3, Article 9.
DOI: 10.55890/2452-3011.1350
Available at: https://hpe.researchcommons.org/journal/vol11/iss3/9