Innovation Game: A Summer School Applying Serious Game Design in Health Care and Education
Syllabus, Master's level, 3HI001
- Education cycle
- Second cycle
- Main field(s) of study and in-depth level
- Medical Science A1N
- Grading system
- Fail (U), Pass (G)
- Finalised by
- The Educational Board of Medicine, 19 January 2021
- Responsible department
- Department of Women's and Children's Health
150 credits. Proficiency in English equivalent to the Swedish upper secondary course English 6.
The course aims to provide knowledge of how innovative processes in interdisciplinary teams can be used to solve demand-based problems. Focus is on application of serious games - beyond pure entertainment - to promote changes in health care, self management, learning and behavior, for example through training, competition and education.
After completing the course the participant should be able to:
- apply principles of an innovation process to identify, formulate and solve problems
- explain and practice a model of idea generation and development of solutions based on the needs and values of the target group
- develop effective and creative teams based on the understanding of how team composition, leadership, communication and self-knowledge influence group dynamics
- value and articulate how serious games can be applied in the healthcare system, to improve learning, change behavior and to develop the resilience as a tool to maintain health and quality of life
- interpret, critically evaluate, and communicate scientific research and other information relevant to the subjects of the course orally and in writing
In the perspective of current and future challenges for health and health care, this two-week course will discuss innovative processes as a tool to improve health care services and enhance self-management of health. The course will introduce methods and terminology of innovation and entrepreneurship and how innovative thinking can be applied to understand a problem, generate an idea, outline a goal and find a creative solution of value for the end-user.
The prerequisites (e.g. understanding group dynamics, leadership and decision making) to run projects and work in multidisciplinary teams will be based on self-reflection and identification of competences and skills. Workshops using agile project models will be practised on demand-based challenges provided by e.g. the health care sector. The course will integrate the basics of game design with practical application of games and simulations as tools to address the assigned challenges. Game design will also be used as a pedagogic tool to enhance the four pillars of learning: critical thinking, communication, collaboration and creativity. Psychological knowledge of behavior and attitude changes will also be discussed. In addition, the course will include basic concepts of Lean Startup. At the end of the course the groups will present and defend their ideas and/or solutions to invited innovators, petitioners and clients.
The course is given at Uppsala University, in Uppsala during two weeks. The course also includes one weeks of preoperational studies before the schedualed teaching. Teaching is highly student centered with a focus on seminars, team-work and individual studies. Instructors will include academic teachers, game designers and invited speakers, as well as representatives from the health care sector.
To pass, active participation, as defined in the assessment criteria, on seminars and group exercises is mandatory and all assessments must be approved. Both oral presentations and written assessments will be performed at the end of the course.
For special reasons, the examiner may exempt from the indicated examination method and allow an alternative examination form. A special reason may for instance be a decision by the University's disability coordinator that special pedagogical support should be provided.