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navEDI

NavEDI is a 2D narrative educational video game designed to teach clinical advocacy and educate medical students about equity, diversity and inclusion in the psychiatric ER. 

Click to play Figma prototype

 

​Team: Linda Ding & Livia Nguyen

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Content Advisor: Ahmed Hassan

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MScBMC Supervisors: Derek Ng & Shelley Wall

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Medium: Desktop game

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Primary Audience: Medical students

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Software: Unity, Fungus, Figma, Procreate, Photoshop, Illustrator

Project Concept

In recent years, public awareness regarding the detrimental effects of stigma around mental illness/substance use has increased dramatically [7]. Additionally, studies show that marginalized individuals living with these conditions face additional barriers to treatment that further complicate their prognosis [7,10-11]. There has been some progress in addressing these inequities and stigma through educational interventions and the promotion of equity, diversity, and inclusion (EDI) [11]. However, there is a lack of educational tools exploring practical applications of these topics [11,12]. Educational games present as an effective strategy in this context due to their ability to improve engagement, build empathy, minimize student burnout, and provide a safe learning environment for practicing new clinical skills [1-6,9,13].


Therefore, the proposed solution is NavEDI, a 2D narrative educational video game designed to teach clinical advocacy and educate medical students about equity, diversity and inclusion in the psychiatric ER. The storyline of the game revolves around a clinical interaction that can be played from two different perspectives: 1) the patient perspective which explores stigma, cross-cultural barriers, and empathy through perspective-taking and 2) the medical student perspective which provides a safe learning environment for practicing clinical skills and patient advocacy.

References

  1. Bado, N. (2019) Game-based learning pedagogy: a review of the literature, Interactive Learning Environments, DOI: 10.1080/10494820.2019.1683587

  2. Batt-Rawden, S. A., Chisolm, M. S., Anton, B., & Flickinger, T. E. (2013). Teaching Empathy to Medical Students: An Updated, Systematic Review. Academic Medicine, 88(8), 1171–1177. https://doi.org/10.1097/ACM.0b013e318299f3e3

  3. Bearman, M., Palermo, C., Allen, L. M., & Williams, B. (2015). Learning Empathy Through Simulation: A Systematic Literature Review. Simulation in Healthcare : Journal of the Society for Medical Simulation, 10(5), 308–319. https://doi.org/10.1097/SIH.0000000000000113

  4. Bernardo, M. O., Cecilio-Fernandes, D., Lima, A. R. de A., Silva, J. F., Ceccato, H. D., Costa, M. J., & de Carvalho-Filho, M. A. (2019). Investigating the relation between self-assessment and patients’ assessments of physicians-in-training empathy: a multicentric, observational, cross-sectional study in three teaching hospitals in Brazil. BMJ Open, 9(6), e029356–e029356. https://doi.org/10.1136/bmjopen-2019-029356

  5. Chen, A. M. H., Kiersma, M. E., Yehle, K. S., &; Plake, K. S. (2015). Impact of the geriatric medication game® on nursing students' empathy and attitudes toward older adults. Nurse Education Today, 35(1), 38–43. https://doi.org/10.1016/j.nedt.2014.05.005

  6. De Araujo Luz Junior, J., Rodrigues, M. A. F., & Hammer, J. (2021). A Storytelling Game to Foster Empathy and Connect Emotionally with Breast Cancer Journeys. 2021 IEEE 9th International Conference on Serious Games and Applications for Health(SeGAH), 1–8. https://doi.org/10.1109/SEGAH52098.2021.9551860

  7. Gopalkrishnan, N. (2018). Cultural Diversity and Mental Health: Considerations for Policy and Practice. Frontiers in Public Health, 6, 179–179. https://doi.org/10.3389/fpubh.2018.00179

  8. Holliday, Emma. (2021). Breaking the magic circle: using a persuasive game to build empathy for nursing staff and increase citizen responsibility during a pandemic. Extended Abstracts of the 2021 Annual Symposium on Computer-Human Interaction in Play. Association for Computing Machinery, New York, NY, USA, 339–344. https://doi.org/10.1145/3450337.3483511

  9. Jan L. Plass, Bruce D. Homer & Charles K. Kinzer (2015) Foundations of Game-Based Learning, Educational Psychologist, 50:4, 258-283, https://doi.org/10.1080/00461520.2015.1122533

  10. Leong, F. T. L., & Kalibatseva, Z. (2011). Cross-cultural barriers to mental health services in the United States. Cerebrum (New York, NY), 2011, 5–5.

  11. Moreno, F. A., & Chhatwal, J. (2020). Diversity and inclusion in psychiatry: the pursuit of health equity. Focus, 18(1), 2–7. https://doi.org/10.1176/appi.focus.20190029

  12. Moudatsou, M., Stavropoulou, A., Philalithis, A., & Koukouli, S. (2020). The Role of Empathy in Health and Social Care Professionals. Healthcare (Basel), 8(1), 26–. https://doi.org/10.3390/healthcare8010026

  13. Yunyongying, P. (2014). Gamification: Implications for Curricular Design. Journal of Graduate Medical Education, 6(3), 410–412. https://doi.org/10.4300/JGME-D-13-00406.1

CASE STUDY COMING SOON

© 2023 by Nan-Linda Ding. All Rights Reserved.

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