Teamwork Competencies Research Articles

Nursing student learning of evidence-based nursing through case-based learning and flipped learning: A mixed study.

To evaluate a teaching experience in evidence-based nursing learning through case-based learning (CBL) and flipped learning (FL). Embedded mixed methods study. In the first phase, a questionnaire on utility, satisfaction and perceived competency development is used to collect quantitative data, and the open question instrument is used to collect qualitative data. After the first phase, an in-depth semi-structured interview is used. Five themes are identified: the enhancement of learning content, knowledge integration and transfer, the development of teamwork competency, the didactic support of FL and the difficulties and challenges faced by students. Regarding utility, 'combine theory and practice' and 'select the best evidence from what is found in the search' have the highest values. The most developed skills are communication and critical thinking ability. Finally, most participants are satisfied. The combination of CBL and FL is an innovative strategy for learning evidence-based nursing courses. No Patient or Public Contribution.

UNRAVELING THE ESSENTIAL EMPLOYABILITY SKILLS OF FINANCE AND BANKING GRADUATES IN MALAYSIA: A NOMINAL GROUP TECHNIQUE APPROACH

Employability skills are increasingly crucial in the modern job market, as employers seek specific qualities and competencies in addition to academic qualifications when hiring new employees. The quality of education provided by higher learning institutions, among other factors, is often linked to the presence or absence of these skills. This article aims to identify the essential skills that finance and banking graduates must possess in order to increase their employability within the industry. The study utilizes the nominal group technique (NGT) analysis approach, involving fourteen experts from the banking and finance sector, to determine a consensus on the key employability skills. The findings highlight eleven skills that the industry values in finance and banking graduates. Notably, decision-making and problem-solving skills, teamwork and leadership competency, and self-management skills emerged as the top three skills sought after by employers. On the other hand, practical experience through part-time work or internships was considered less critical. The significance of this research lies in its potential to inform universities in enhancing their curricula to bridge any existing skill gaps, thus better preparing graduate students for the demands of the workforce. This proactive approach not only benefits the graduates by increasing their employability prospects but also contributes to the overall development of a skilled and competent workforce in the finance and banking sector.

Handoffs and the challenges to implementing teamwork training in the perioperative environment.

Perioperative handoffs are high-risk events for miscommunications and poor care coordination, which cause patient harm. Extensive research and several interventions have sought to overcome the challenges to perioperative handoff quality and safety, but few efforts have focused on teamwork training. Evidence shows that team training decreases surgical morbidity and mortality, and there remains a significant opportunity to implement teamwork training in the perioperative environment. Current perioperative handoff interventions face significant difficulty with adherence which raises concerns about the sustainability of their impact. In this perspective article, we explain why teamwork is critical to safe and reliable perioperative handoffs and discuss implementation challenges to the five core components of teamwork training programs in the perioperative environment. We outline evidence-based best practices imperative for training success and acknowledge the obstacles to implementing those best practices. Explicitly identifying and discussing these obstacles is critical to designing and implementing teamwork training programs fit for the perioperative environment. Teamwork training will equip providers with the foundational teamwork competencies needed to effectively participate in handoffs and utilize handoff interventions. This will improve team effectiveness, adherence to current perioperative handoff interventions, and ultimately, patient safety.

The effect of interprofessional simulations on pharmacy and physician assistant students' learning of advanced cardiac life support concepts

BackgroundThe Interprofessional Education Collaborative (IPEC) defined core competencies for IPE in 2011, and use of simulation in interprofessional education (IPE) continues to be developed in prelicensure health education programs. Interprofessional education activityIn this prospective, observational study, interprofessional student teams addressed reversible causes of cardiac arrest in weekly simulations during an Emergency Medicine course. Each simulation was followed by sequential team debriefs, first regarding the IPEC core competencies of interprofessional communication, teamwork, and roles and responsibilities, and second regarding the patient-related content of the case. DiscussionTwenty-eight pharmacy students and 60 physician assistant students completed the course. A didactic knowledge exam was administered before, immediately after, and 150 days after the course. Both disciplines' exam scores significantly increased from baseline to the end of the course and from baseline to the 150-day follow-up. Students also completed the validated Interprofessional Perceptions Survey before and after the course. Both disciplines demonstrated significant increases in Team Value, Efficiency and Interprofessional Accommodation components. ImplicationsParticipation in this simulation-based course resulted in 150-day retention of advanced cardiovascular life support knowledge and improved interprofessional perceptions in both pharmacy and physician assistant students.

Analyzing the Differences in Organizational Commitment and Teamwork Competence by MBTI Personality Type of Aviation Department Students

Analyzing the Differences in Organizational Commitment and Teamwork Competence by MBTI Personality Type of Aviation Department Students

Community-based interprofessional education in rural primary care

Health disparities and workforce shortages persist in the rural United States. In response, academic health professions programs are providing opportunities for students to participate in rural clinical rotations. We expanded an existing academic-practice partnership with a rural primary care clinic, in which students completed 4-week rotations in their discipline, to add an interprofessional community-based component. The goals were to: 1. Accelerate students’ acquisition of teamwork competence, specifically skills in team effectiveness, team communication, reflective practice, and situational awareness; and 2. Immerse students in community-based rural primary care practice with patients characterized by high rates of chronic illness and adverse social determinants of health. Teams of students participated in home visits with older adult patients that focused on social determinants of health and reducing barriers to health care.We applied a realist evaluation framework to evaluate the program, using data on patient profiles, student profiles, student pre- and post-scores on a teamwork measure; student reflections; preceptor observations of student performance; and perspectives about the program from clinic staff. The ACE-15 was used to measure teamwork. Forty-eight rural patients and 38 students participated. The ACE-15 mean score at T1 was 51.4 (SD 6.6) and at T2 was 56.7 (SD 3.6), a significant improvement (p < .05). Preceptor observations suggested that students’ teamwork skills improved over time. Student self-reflections indicated their appreciation for the opportunity to work in an interprofessional team and the value of visiting rural patients in their homes. Staff observed that patients received better care, and that the program benefited both students and patients.

Utilizing video simulation in interprofessional education to teach IPEC competencies and social determinants of health: A universal IPE teaching tool

Interactive interprofessional education curricula were developed and implemented at two universities. “Meeting the Sodos” is a series of simulated patient encounter videos with corresponding student team activities that include patient diagnosis and care from a Social Determinants of Health focus in a classroom setting. The research conducted in this paper included 754 students in 11 health professional programs that encompassed Physical Therapy, Medicine, Psychology, Podiatry, Pathologist Assistant, Physician Assistant, Nurse Anesthesia, Pharmacy, Occupational Therapy, Social Work and Nursing.Using different tools for measuring IPEC outcomes, in pre-post comparisons, students from each university indicated an increase in understanding the interprofessional competencies of teamwork, communication, roles and responsibilities, and values and ethics of other health professions. This suggests that the use of simulated patient encounter videos and interprofessional student team collaboration increases awareness of IPE competencies across healthcare programs and university communities.The activity was presented as three 50-min classroom periods. IPE student groups watched the video of the first encounter and worked to complete a Mr. Sodo Family Map, using the information from the video. In the second session, students individually completed a second learning assessment prior to class. IPE student groups watched the video of the second encounter, added information to the Family Map and then watched the third healthcare encounter with Mr. Sodo. The students individually completed a third learning assessment after the second classroom session. The learning assessments required students to self-assess on a measurement tool that encompassed items compiled from the IPEC Competencies that was scaffolded in degrees of complexity. IPE groups were instructed to work together outside of class to complete the Care Plan and presented their plan to trained facilitators in the third classroom session. Students showed improvements across all IPEC Competencies.

The development of an instrument to measure interprofessional collaboration competency for primary care teams in the district health system of health region 2, Thailand

BackgroundEvidence shows that interprofessional collaboration (IPC) practice contributes to the quality of health care. However, there are limited instruments to assess IPC in providing primary care in the district health system (DHS) in Thailand. The aim of this study is to develop a valid and reliable instrument to assess the IPC competency of primary care team members in DHSs.MethodsThis study was designed as an exploratory mixed methods study. In the qualitative phase, 37 participants, including policymakers, practitioners, and academics with experience in primary care, were involved. Data were analysed using thematic analysis, and trustworthiness was verified by triangulation and peer debriefing. In the quantitative phase, content validity, exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and reliability were conducted, and the final version of the questionnaire was evaluated with 497 participants.Results: The findings showed an I-CVI range of 0.86–1.00 and S-CVI/UA = 0.87 for 49 items with a 5-point Likert scale. EFA suggested six factors: 1) collaborative teamwork, 2) population- and community-centred care, 3) communication and mutual respect, 4) clarification of roles and responsibilities, 5) interprofessional reflection, and 6) interprofessional values and mixed skills. In the CFA results, the model fit indices were acceptable (CFI = 0.99, RMSEA = 0.049, SRMR = 0.043) or slightly less than the goodness-of-fit values (GFI = 0.84). All subscales showed acceptable Cronbach’s alpha values with a range of 0.86–0.94.ConclusionsThe developed IPC competency instrument was confirmed its validity and reliability that contributes to assessing the IPC competency of primary care teams in DHSs. This information provides evidence to support tailored intervention to promote the IPC competency of primary care team work to achieve a common goal.

EXPLORING STOICISM IN LEADERSHIP: A Comparison with Emotional Intelligence in Undergraduate Leadership Students

This study was the first to examine two related constructs within the context of leadership. Stoicism is an ancient philosophy offering practical advice for a virtuous and eudaemonic life. As a method to examine one’s emotional experiences (Sellars, 2006), leaders such as Roman Emperor Marcus Aurelius and Teddy Roosevelt (Aurelius, ca. 160 A.D., 2002) practiced Stoicism, yet mentions of it within the field of leadership research have been scant. Leadership academics contrast desirable emotional intelligence behaviors with Stoicism (Grewal &amp; Salovey, 2005; Mayer et al., 2008). Regardless, these two constructs are both concerned with effectively managing emotions, practicing self-awareness, high levels of motivation, and sensitivity to the expression of emotion in others (Goleman, 2005; Pigliucci, 2017; Salzgeber, 2019) Undergraduate students in a leadership minor (_N_ = 445) at a public university completed the Emotional and Social Competency Inventory - University and the Liverpool Stoicism Scale. Analysis included a description of assessment results, an examination or the relationship between variables and differences in participant’s scores based on race, gender, and age. Stoicism and emotional self-awareness showed a moderate, statistically significant negative correlation (_r_ = - 0.391, _p_ = .05). A low, statistically significant negative relationship was reported between stoicism and the relationship management competency of teamwork (p = .003, r = -.018), and a low statistically significant positive relationship between self-management competencies, adaptability (p = .043, r = .189) and emotional self-control (p = .039, r = .192). Student’s Stoicism scores were significantly correlated with gender (_t_(113) = 2.479; _p_ = .015, _d_ = .564) The research findings provided baseline statistics for continued exploration of Stoicism within the context of leadership. Future research that better aligns with the original doctrines of the philosophy is recommended, particularly in the interest of leadership development.

EXPLORING STOICISM IN LEADERSHIP: A Comparison with Emotional Intelligence in Undergraduate Leadership Students

This study was the first to examine two related constructs within the context of leadership. Stoicism is an ancient philosophy offering practical advice for a virtuous and eudaemonic life. As a method to examine one’s emotional experiences (Sellars, 2006), leaders such as Roman Emperor Marcus Aurelius and Teddy Roosevelt (Aurelius, ca. 160 A.D., 2002) practiced Stoicism, yet mentions of it within the field of leadership research have been scant. Leadership academics contrast desirable emotional intelligence behaviors with Stoicism (Grewal &amp; Salovey, 2005; Mayer et al., 2008). Regardless, these two constructs are both concerned with effectively managing emotions, practicing self-awareness, high levels of motivation, and sensitivity to the expression of emotion in others (Goleman, 2005; Pigliucci, 2017; Salzgeber, 2019). Undergraduate students in a leadership minor (_N_ = 445) at a public university completed the Emotional and Social Competency Inventory - University and the Liverpool Stoicism Scale. Analysis included a description of assessment results, an examination or the relationship between variables and differences in participant’s scores based on race, gender, and age. Stoicism and emotional self-awareness showed a moderate, statistically significant negative correlation (_r_ = - 0.391, _p_ = .05). A low, statistically significant negative relationship was reported between stoicism and the relationship management competency of teamwork (p = .003, r = -.018), and a low statistically significant positive relationship between self-management competencies, adaptability (p = .043, r = .189) and emotional self-control (p = .039, r = .192). Student’s Stoicism scores were significantly correlated with gender (_t_(113) = 2.479; _p_ = .015, _d_ = .564). The research findings provided baseline statistics for continued exploration of Stoicism within the context of leadership. Future research that better aligns with the original doctrines of the philosophy is recommended, particularly in the interest of leadership development.

Evaluating Knowledge of Public Health Nursing Competencies in Baccalaureate Nursing Students.

Community health workers are projected to grow in number by 17 percent by 2030. A baccalaureate degree in nursing (BSN) provides a foundation for public health nursing practice. The Competencies for Public Health Nursing Practice instrument was distributed to BSN students at a Midwestern university before and after an educational intervention. Students completed a pretest ( n = 269) and posttest ( n = 154). All four subscales and total score indicated a significant increase in competence ( p < .001). There is a need to develop interactive public health nursing simulations with an interprofessional venue to help students improve teamwork and communication competencies.

Team FIRST framework: Identifying core teamwork competencies critical to interprofessional healthcare curricula.

Interprofessional healthcare team function is critical to the effective delivery of patient care. Team members must possess teamwork competencies, as team function impacts patient, staff, team, and healthcare organizational outcomes. There is evidence that team training is beneficial; however, consensus on the optimal training content, methods, and evaluation is lacking. This manuscript will focus on training content. Team science and training research indicates that an effective team training program must be founded upon teamwork competencies. The Team FIRST framework asserts there are 10 teamwork competencies essential for healthcare providers: recognizing criticality of teamwork, creating a psychologically safe environment, structured communication, closed-loop communication, asking clarifying questions, sharing unique information, optimizing team mental models, mutual trust, mutual performance monitoring, and reflection/debriefing. The Team FIRST framework was conceptualized to instill these evidence-based teamwork competencies in healthcare professionals to improve interprofessional collaboration. This framework is founded in validated team science research and serves future efforts to develop and pilot educational strategies that educate healthcare workers on these competencies.

Teamwork competence and collaborative learning in entrepreneurship training

Given the dynamics of the business environment, training in teamwork competence is becoming increasingly important vis-à-vis improving entrepreneurship and innovation development processes in a multidisciplinary context. In this paper, we estimate differences in differences (DID) regressions to analyse the effect of cooperative learning on teamwork competence for a sample of individuals whose training is geared towards acquiring key competences such as entrepreneurship and innovation. A quasi-experimental design is used with a treatment and a control group of two cohorts of individuals. Our results show a significant effect of cooperative learning on collective efficacy, planning, establishment of objectives, problem solving and conflict management. We contribute to student training in a competence that is highly valued in the professional sphere and to current understanding of what effect cooperative learning has from its different components in teamwork training.

ELEMENTOS DA EDUCAÇÃO INTERPROFISSIONAL NO CURRÍCULO DAS RESIDÊNCIAS MULTIPROFISSIONAIS EM SAÚDE: ESTUDO DOCUMENTAL

ABSTRACT Objective: to examine the interprofessional education elements present in the integrated curricula of the Multiprofessional Residency Programs in Health in the cities from inland Rio Grande do Norte. Method: a documentary research study based on the analysis of three Pedagogical Course Projects with a quantitative approach. The data were extracted with the aid of an adapted instrument, processed in the Iramuteq software, presented in charts and in a dendrogram and analyzed by thematic categories and interpretively. Results: the text corpus was built from the organization of all the information through the adapted instrument and subsequently analyzed in Iramuteq through Descending Hierarchical Classification. The emergence of two main classes was identified: Class 3, which was subdivided into classes 1 and 2; and Class 4. From the keywords found in the dendrogram corresponding to each Class and their statistical similarity, it was possible to organize the classes into analysis categories, as follows: Class 3 - Interprofessional Education: Actors, contexts and strategies; and Class 4 - Methodological and evaluative strategies for building interprofessional competencies and skills. Through the Pedagogical Course Projects, a training process that values the development of competencies for teamwork, interprofessional and comprehensive care is indicated, based on the guiding principles of interprofessional education. Conclusion: there is an effort by the pedagogical projects to point to an integrated curriculum based on Interprofessional Education since, in their theoretical framework, they contribute fundamental principles for developing the teaching-learning process.

AN APPROACH TO THE PHENOMENON OF CORPORATE ENTREPRENEURIAL CULTURE

This paper has the objective of creating a framework for a different cultural dimension of corporate entrepreneurship leading to corporate entrepreneurial culture (CEC). The analysis of CEC is based on a review of existing concepts of organisational culture and entrepreneurship. They are combined to create a framework of CEC, including macro- and microlevels and examples of subcultures. Core ideas of the framework are validated by qualitative interviews with ten experts. The identified organisational category of the CEC framework is defined by the levels of micro-cultures or subcultures and includes the upper levels of the hierarchy, including the industry level. Geographic categories such as regional or national culture are also part of the system. The individual category of the CEC framework is characterised by competencies (including aspects such as motivation, creativity, mobilising others, coping with uncertainty, teamwork and social competencies) and entrepreneurial personalities. The results of the interviews show the importance of these individual competencies for a lively CEC. The different levels, such as national and professional cultures, as a dimension of the organisational category of the framework are also confirmed by the interviews. The findings indicate that the individual category of CEC could be used for job satisfaction or engagement and the degree of CEC of an organisation could be defined and developed by the organisational category. The identified framework contributes to an understanding of this complex topic and supports companies in the implementation of entrepreneurial ideas in different organisational contexts.

Evaluating the effects of simulated interprofessional teaching on the development of clinical core competence in nursing students: a mixed methods study

BackgroundWhile single-method studies have reported on the effectiveness of simulated interprofessional teaching, our understanding of its full effects remains incomplete. Teaching design also provides no relevant theoretical guidance, which reduces the scientific quality and rigor of research. The purpose of this work was to study the effects of the simulated interprofessional education (SIPE) teaching model based on the 3P theory on the course of "Clinical Critical Thinking Training" through a convergent mixed method, and to provide the basis for future teaching design.MethodsA convergent mixed-method design was used, which consisted of a survey and a semi-structured interview. Data collection took place from September 2021 to July 2022. A cluster sampling method was used to select 60 full-time nursing students from a school in China, and randomly divide them into a control group of 36 and an experimental group of 24. According to the principle of voluntary participation, 6 students majoring in clinical medicine and 6 students majoring in pharmacy were recruited to join the experimental group to form an interprofessional team. The students studied “Clinical Critical Thinking Training” together, in which the control group used traditional simulation teaching and the experimental group used SIPE. The CCTDI (California Critical Thinking Disposition Inventory) and AITCS-II Student (Assessment of Interprofessional Team Collaboration in Student Learning Scale) were used for quantitative evaluation before and after the course, and descriptive statistics and Mann–Whitney U test were used to compare the critical thinking and interprofessional collaboration skills of the two groups of students. Semi-structured interviews were used for qualitative evaluation. Thematic analysis was used to understand student development on the basis of inter-professional core competencies and learning experience.ResultsThe students’ interprofessional cooperation abilities and critical thinking scores improved compared with the beginning of the course, but the scores of the experimental group were significantly higher than the control group (p < 0.05). Three themes emerged regarding simulated interprofessional teaching: clarifying team positioning, improving team efficiency, and optimizing the learning experience.ConclusionSIPE can build students' critical thinking, teamwork, and interprofessional core competencies, which makes it a useful teaching design.

The Assessment of Leadership Competencies in First-Year Undergraduate Medical Students

This study aimed to assess the views and leadership competencies of incoming medical students and determine whether leadership traits predicted patient-centeredness in these students. Incoming medical students at one institution from 2017-2020 (N=428) completed a Leadership Needs Assessment assessing self-reported ability and the importance of competency in teamwork, selfless service, integrity, critical thinking, and emotional intelligence. Participants in the entering class of 2020 (n=92) also completed the Johns Hopkins University Patient-Centeredness Assessment to evaluate patient-centered attitudes. This cohort repeated both surveys at the completion of the first year to assess for changes in the perceived importance of leadership qualities, self-reported competencies, and patient-centeredness. Participants self-reported the highest competency (mean, SD) in integrity (7.92, 1.19) and the lowest in critical thinking (6.59, 1.12). Leadership Development Opportunity (difference between leadership expectation and self-reported ability) was largest in teamwork (2.31, 1.11) and smallest in integrity (0.97, 1.18). Post-first-year assessments were compared in the 2020 cohort, and statistically significant increases (mean, p-value) were found in critical thinking (0.31, p&lt;0.01), emotional intelligence (0.18, p&lt;0.03), and patient-centeredness (0.92, p&lt;0.05). Patient-centeredness was positively predicted by integrity and negatively predicted by critical thinking. Incoming medical students highly value leadership and enter medical school with a robust self-reported ability level. Our data suggest that integrity may increase patient-centeredness and that incoming medical students perceive teamwork as the greatest area for leadership competency development. Further research is needed to determine the best curricula to develop leadership competencies and increase patient-centeredness.

Effects of a Virtual Simulation on Student Understanding of Structured Communication in the Surgical Learning Environment

INTRODUCTION: Ineffective structured communication in handovers can result in medical errors and patient harm. Common frameworks include SBAR and IPASS. Simulation-based education can improve competency in structured communication. The goal of this project was to increase student understanding of structured communication in the surgical learning environment. METHODS: Students participated in a pilot for an asynchronous, virtual simulation focused on structured communication prior to their surgical rotation. The simulation was embedded into an existing module for teaching other teamwork competencies. In the simulation, students watched didactic videos about structured communication, reviewed patient documents, listened to pre-recorded patient calls, and created handover statements for 2 simulated discharged postoperative patients using either SBAR or IPASS: (1) an ileocecectomy patient without complications, and (2) a cholecystectomy patient with complications. Before and after the activity, students completed a survey assessing knowledge of, attitudes toward, and confidence in skills relating to structured communication. RESULTS: 14 students piloted the simulation and surveys. Students demonstrated significant improvement in knowledge of IPASS components (p = 0.0159) and maintained a high level of knowledge of SBAR components (92.9% for pre- and post-survey) (Table). Attitudes toward the importance of structured communication in clinical practice improved on a 5-point Likert scale of strongly disagree to strongly agree, although not significant (p = 0.38209). Improvement to confidence in using structured communication was significant (p = 0.00082). Table. - Knowledge, Attitudes, and Confidence in Skills Before and after Virtual Handover Simulation Pre-survey Post-survey p Value Knowledge (% Correct) IPASS Knowledge 57.1% 100% 0.0159 SBAR Knowledge 92.9% 92.9% 1 Attitudes (Likert Scale, Strongly Agree to Strongly Disagree) % Agree 14.3% 7.1% 0.38209 % Strongly Agree 85.7% 92.9% Confidence in Skills (0-100) Average Confidence Rating 27.4 63.8 0.00082 CONCLUSION: Asynchronous, virtual simulations may improve student competency in structured communication. Further implementation of the piloted simulation must adapt to time limitations of students on surgical rotations to optimize completion and fidelity outcomes.

A flipped classroom experience in the context of a pandemic: Cooperative learning as a strategy for meaningful student learning

Through an initial documentary analysis of the flipped classroom in the context of a pandemic and of the new pedagogical models based on active methodologies or pedagogies and cooperative learning, the experience presented below is part of an innovation project based on the design of cooperative activities focused on students to enhance their meaningful learning and with the aim of improving their satisfaction and motivation and thus, as a consequence, their academic performance. For the evaluation of this experience, in which 29 students from the theoretical-experimental subject of General Chemistry participated from the Technological Bases Engineering training plan of the Universidad Católica del Norte, three data collection instruments were administered based on the use of the questionnaire and the interview with the students during and at the end of the experience. The main results show high acceptance and satisfaction with the design of the innovation; an improvement in the development of teamwork competence; and a significant impact of the active methodologies and cooperative learning strategies implemented in increasing the academic performance of students.

Game-based Learning. A tool that enhances the collaborative work. Case study: undergraduate students

The way a professor teaches in the classroom mostly at the undergraduate level is constantly changing, and this is reflected in how pedagogical resources are transformed. What was previously unthinkable to use in the classroom is now standard, including an impactful tool, the video games. This digital tool, over the years, has positioned itself as an element that goes beyond entertainment, and have proven that thanks to the interaction that it provides the alumni has gain more capacities and tools beyond the academic goal. The objective of this work was to delve into the relevance of Game-Based Learning (GBL) and how it affects students to develop and acquire teamwork competency and strengthen peer collaboration. This paper aims to show the results obtained from the research and analysis of 99 undergraduate students enrolled in creative studies; specially, the majors that are included are: communication, digital art, marketing, musical production, architecture, and industrial design, all these students are part of private college in Puebla, México. The quantitative methodology used a six-item, Likert-scale instrument. This questionnaire was applied to undergraduate students in academic programs related to the creation of multimedia and transmedia content and other creative areas. The results indicated that the students appreciated the educational methodology of using video games as a didactic tool and this creates that the students get more involved not only with the classes, but with their own learning. It must be cleared that this kind of methodology must be applied during the sessions, and, of course, it helps if cooperation exists among the class members inside and outside the classroom. Also, this tool supports teachers in improving class dynamics and the way of teaching changes allowing them to assume a new role as a guide to knowledge and encourager of more student interactions. Thus, recreational activities utilizing video games in various activities potentiates educational innovation. These tools positively impact