Co-designing an educational escape room: Integrating the knowledge and perspective of Aboriginal and Torres Strait Islander people with the design of an educational activity for healthcare students
DOI:
https://doi.org/10.11157/fohpe.v23i3.533Keywords:
co-design, escape room, eduction, cultural, healthcareAbstract
Introduction: Healthcare students undertaking placements in the Northern Territory come from many different universities. Having previously and successfully used an educational escape room to teach students about interprofessional practice and teamwork, we aimed to co-design a new escape room activity with a scenario that would support students on their cultural learning journey.
Methods: There were three stages involved in the development of the escape room session: 1) train Aboriginal and Torres Strait Islander people to facilitate a consultative workshop, 2) design and deliver a consultative workshop that enabled Aboriginal and Torres Strait Islander participants to contribute to, and decide on, the new escape room scenario and learning objectives and 3) develop the complete educational activity, including props, session plan and evaluation. Each stage was evaluated by both participants and researchers to ensure that it aligned with the core ethical values of spirit and integrity, cultural continuity, equity, reciprocity, respect and responsibility. The final education session was trialled and reviewed with Aboriginal and Torres Strait Islander participants providing feedback and ensuring the integrity of the co-design.
Outcomes and evaluation: Each of the project objectives were met, with the final educational escape room being offered to students undertaking a healthcare placement in Darwin.
Conclusion: The co-design process took significant time and effort but meant responsible and responsive engagement, which strengthened relationships, provided opportunities for skill development and produced an educational session that will continue to improve healthcare students’ understanding of working with Aboriginal and Torres Strait Islander people.
References
Bessarab, D., & Ng'Andu, B. (2010). Yarning about yarning as a legitimate method in Indigenous research. International Journal of Critical Indigenous Studies, 3(1), 37–50. https://doi.org/10.5204/ijcis.v3i1.57
Geia, L. K., Hayes, B., & Usher, K. (2013). Yarning/Aboriginal storytelling: Towards an understanding of an Indigenous perspective and its implications for research practice. Contemporary Nurse, 46(1), 13–17. https://doi.org/10.5172/conu.2013.46.1.13
Indigenous Allied Health Australia (IAHA). (2019). Cultural safety through responsive health practice. http://iaha.com.au/wp-content/uploads/2019/08/Cultural-Safety-Through-Responsive-Health-Practice-Position-Statement.pdf
Kerrigan, V., Lewis, N., Cass, A., Hefler, M., & Ralph, A. P. (2020). “How can I do more?” Cultural awareness training for hospital-based healthcare providers working with high Aboriginal caseload. BMC Medical Education, 20, Article 73. https://doi.org/10.1186/s12909-020-02086-5
Laycock, A., Walker, D., Harrison, N., & Brands, J. (2011). Researching Indigenous health: A practical guide for researchers. The Lowitja Institute. https://www.lowitja.org.au/page/services/resources/health-policy-and-systems/aboriginal-and-torres-strait-islander-leadership/Researching-Indigenous-Health-Guide
Moore, L., & Campbell, N. (2020). Effectiveness of an escape room for interprofessional learning. Medical Education, 54(11), 1047–1048. https://doi.org/10.1111/medu.14327
Moore, L., & Campbell, N. (2021). Effectiveness of an escape room for undergraduate interprofessional learning: A mixed methods single group pre-post evaluation. BMC Medical Education, 21(1), Article 220. https://doi.org/10.1186/s12909-021-02666-z
Stothers, K., Rollins, W., Egan, R., & Murray, D. (2020). Integrating cultural responsiveness into social work field education curriculum: Lessons from the community. In R. Egan, N. Hill, & W. Rollins (Eds.), Challenges, opportunities and innovations in social work field education (pp. 73–83). Taylor & Francis Group. https://doi.org/10.4324/9780429453618
van Gaalen, A. E. J., Brouwer, J., Schönrock-Adema, J., Bouwkamp-Timmer, T., Jaarsma, A. D. C., & Georgiadis, J. R. (2020). Gamification of health professions education: A systematic review. Advances in Health Sciences Education, 26(2), 683–711. https://doi.org/10.1007/s10459-020-10000-3
Walker, M., Fredericks, B., Mills, K., & Anderson, D. (2014). "Yarning" as a method for community-based health research with Indigenous women: The Indigenous women's wellness research program. Health Care for Women International, 35(10), 1216–1226. https://doi.org/10.1080/07399332.2013.815754
Wylie, L., McConkey, S., & Corrado, A. M. (2021). It's a journey not a check box: Indigenous cultural safety from training to transformation. International Journal of Indigenous Health, 16(1), 314–332. https://doi.org/10.32799/ijih.v16i1.33240
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Focus on Health Professional Education: A Multi-Professional Journal
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
On acceptance for publication in FoHPE the copyright of the manuscript is signed over to ANZAHPE, the publisher of FoHPE.
