Background Health inequality is critical in general practice education yet is often taught through lecture-based formats that struggle to connect theoretical concepts with real-world application. Empathy and care navigation skills are essential to primary care. Game-based learning offers a dynamic and engaging alternative for trainees and students. Aim The aim of this study was to use design methodologies to transform traditionally delivered didactic teaching into an interactive, game-based lesson. This thereby enhanced learners’ understanding of social determinants of health, empathy, and community care navigation. Method Using the Double Diamond framework ( 4Ds: Design, Define, Develop, and Deliver ), human-centred design and iterative prototyping was applied. A scoping review of gamification and educational principles was applied. Next, a character-driven strategy game was developed whereby players make a series of decisions, choosing between health and important life milestones. Subsequently, a low-fidelity prototype was developed and focus group-tested with educators, trainees, and multidisciplinary healthcare team ( n = 20). Feedback informed refinements of character narratives, visuals, and game mechanics. The prototype was delivered in four 1-hour small-group workshops, and feedback collected via semi-structured qualitative surveys and thematically analysed. Results Ninety out of 147 participants (61.2%) responded, with a mean rating of 4.7/5 stars; 68.9% would ‘ Highly recommend ’ it to colleagues. Thematic analysis demonstrated high engagement, competencies’ attainment, and active reflection on personal practice such as ‘importance of adjusting care plans to patients’ or ‘ o pened my eyes to the need for social prescribing’. Conclusion This project demonstrates the use of design engineering concepts as a flexible and effective method of reinvigorating training material and enhancing learners’ ability to apply learnt professional values and skills to real-life daily scenarios.
Chin et al. (Thu,) studied this question.