Enhancing Learning in Pharmaceutical Sales Engineering Through Co-Creation

The acquisition of knowledge related to the development of new drugs in the pharmaceutical industry can be challenging. It has been observed that traditional lectures that rely on reading, listening, and observing may not be as effective, especially for sales-engineer learners in cross-disciplinary contexts. Grasping clinical trials, a major chapter of new drug development, is a crucial skill for their training of sales engineers and is highly valued in the pharmaceutical industry. Therefore, it is important to find alternative methods of teaching. The use of game-based learning (GBL) in the health professional sector has been shown to improve learning outcomes. Gamification is a teaching method that actively engages students. However, it is important to note that while most studies have focused on pre-existing gamification support, this work aims to discuss the co-creation of a non-digital social game. This study focused on the creation of tangible games over the use of digital platforms, which may not always facilitate creativity in the same way. Since learning is no longer about repeating what is known, but about creating something new, students are divided into groups and given the task of designing a game using the contents of clinical trials, after receiving a lesson on the elements and mechanisms of games. Following the creation sessions, participants are asked to respond to a Likert scale questionnaire regarding their perceptions of learning and understanding before and after the activity. It is developed using Bloom's taxonomy and the Attrackdiff questionnaire. A semi-structured thematic interview is also carried out to reflect the learning and co-creation experiences encountered at the learning phases, as well as the emotional involvement and perceptions of the learning outcomes. The findings suggest that collaborative game creation in medical sciences courses can enhance students' empathy and understanding, foster motivation, and facilitate proactive learning during the creation process.