The interprofessional week involves 600 students from 7 different fields (Nursing, Midwifery, Physiotherapy, Medical Radiology, Nutrition & Dietetics, Medicine and Pharmacy). They are divided into 74 mixed teams of 7-8 students, each including at least one student in pharmacy, one in nursing and one in medicine. The rest of the group is randomly selected.
The pursuit game is scheduled for one day, beginning at 9:00 a.m. with the announcement of the main enigma: Ava Grey, a pregnant victim of a work-related accident, has disappeared from the intensive care unit where she was hospitalized in critical condition. Clues suggest that she has been visiting various care facilities around the city. Students are charged with finding her and discovering how and why she disappeared before the game ends at 4 p.m.
Throughout the day, students must solve missions that simulate or evoke the authentic activities of professional teams in different locations. Successful completion of these missions will provide the clues needed to solve the main puzzle of the game.
From the CMU esplanade, the 74 groups will depart in stages. The students will visit 9 locations in the care and training network. An electronic map of Geneva with the places to be visited is provided to the students, as well as QR codes giving access to the instructions, rules of the game, missions and roles to be held in the team. In each of these places, one or more missions involve several professions in their interprofessional work, with a particular focus on one of them, depending on the identity of the place in question. The different places to be covered are the following: Youth Health Service (SSEJ; Nutrition & Dietetics), Roseraie Birth Center (Midwifery), HUG Primary Care Medicine Service (Medicine), Haute Ecole de Santé (Medical Radiology Technique), Imad (Nursing), Pharma 24 (Pharmacy), Hôpital des Trois-Chênes (HUG; Physiotherapy / Medicine and Nursing), the Interprofessional Simulation Center (CiS; All fields, interprofessional) and the HUG Innovation Center (All fields, interprofessional).
Students can go to any location at any time and are encouraged to split into two sub-groups to be able to cover all the locations more quickly and exchange the information gathered. A supervisor is present at each location. For the creation of the missions, experts and trainers from the different fields were involved. Here are some examples of the missions carried out: recognizing the different machines used for radiodiagnosis; calculating the term of a pregnancy by using the obstetrical wheel and discovering the specific equipment of the midwife; calculating the sugar content of different foods by using a professional site; consult a medical file and deduce the role of the different professionals involved in medical follow-up (in this case, gestational diabetes); handle an elevator for people with reduced mobility; take measurements with a goniometer; consult the primary care physician's file and deduce the role of the pharmacist. In general, each assignment drew on the complementary skills of the different health care fields and mobilized their ability to work as a team and collaborate to solve the assignments and the puzzle.
No special report is expected from the students following this activity. A debriefing of the story and the solution to the puzzle is given to all 600 students in a plenary session.