“Removing the home court advantage”: a qualitative evaluation of LEGO® as an interprofessional simulation icebreaker for midwifery and medical students

Abstract

AimThe study aimed to evaluate the use of LEGO® as an educational tool for midwifery and medical students. BackgroundThe concept of LEGO® SERIOUSPLAY® ® was conceived in 1996 when Swiss Professors Roos and Victor explored using LEGO® as a strategic planning tool. We adapted this concept as an icebreaker activity for interprofessional education workshops at an Australian university. MethodUsing a qualitative evaluation, we used cross-sectional pre- and post-surveys to gain midwifery and medical students’ perspectives and insights. Students were divided into mixed discipline groups at the commencement of a one-day birthing and birthing complexities workshop and asked to design and build a birthing room using LEGO®. A pre-and post-workshop survey asked students about their experiences using LEGO® as a learning tool for team communication and collaboration. ResultsPre-workshop responses demonstrated intrigue as to how LEGO® could be used for learning. Post-workshop feedback was overwhelmingly positive and students described how it helped them develop communication and collaboration skills and understand the other disciplines' priorities and values. ConclusionUsing LEGO® as an icebreaker activity enabled open discussion and connection, promoting easy-going conversation and aiding a collaborative team-building process before students worked together in an interprofessional birthing simulation workshop. The findings indicated that the icebreaker activity enhanced the students’ awareness and appreciation of learning about each other’s perspectives, values and roles for future collaboration in the clinical workplace.