Bystander training to prevent gender-based violence against female university students: a scoping review.

Telehealth, initially developed to expand access to basic care in rural and underserved areas through audio and video technologies, has recently advanced through legislative initiatives and was rapidly adopted during the COVID‐19 pandemic as an efficient, cost‐effective approach to delivering quality health care services and improving patient outcomes (Gajarawala and Pelkowski ; Rutledge et al. ). In recent years, healthcare education has undergone a significant transformation, especially following the COVID‐19 pandemic, with learning formats shifting from traditional in‐person classes to hybrid and fully online models. At the same time, telehealth has gained increasing attention and has been implemented across various settings (Ezeamii et al. ). Innovation in interprofessional education modules on telehealth is important for enhancing collaboration and communication among healthcare professionals (DuBose‐Morris et al. ). Effective interprofessional collaboration is essential for improving healthcare outcomes in telehealth. Therefore, not only nursing students but also students in other health professions need to develop competence in virtual communication, digital assessment tools and patient‐centered online interactions. With the growing diversity of classroom formats and innovations in education, technology integration, especially for hybrid and online learning, has become increasingly prevalent. This approach is widely applied in health science education to accommodate students' clinical schedules. Online telehealth courses provide health professional students with convenient access to content and flexible, accessible learning opportunities. Actively engaging students in their learning is essential in online environments, as it fosters deeper learning outcomes. Implementing gamification elements in online courses, such as interactive case studies, simulations and badges, can enhance motivation, participation and knowledge retention, making the learning experience more dynamic and effective (Al‐Rayes et al. ; Joseph et al. ). Prior research has demonstrated that gamification in educational settings not only enhances learning but also offers a more engaging and enjoyable teaching approach than traditional methods, thereby promoting learner involvement and critical thinking (Brull et al. ; Iwata et al. ; Li et al. ). Gamification applies game design features and mechanics to non‐game contexts to promote engagement in learning (Brigham ). For example, digital badges were used as indicators of learning achievement to successfully engage medical students in an asynchronous online medical course (Iwata et al. ). However, more rigorous study designs are needed to further examine the educational impact of gamified online telehealth modules compared with other instructional approaches (Teerawongpairoj et al. ). Previous research also highlighted the importance of collecting more detailed and objective information about learners, such as time on task, knowledge acquisition and knowledge retention, when evaluating gamified versus non‐gamified educational modules for health science students (Do et al. ). Addressing these gaps may help strengthen the evidence base for the use of gamification in telehealth education. The University of Utah has offered an Interprofessional Education (IPE) curriculum since 2002, including an IPE Telehealth course, an accreditation topic for all health science programs. This course focuses on delivering interprofessional, team‐based care to address healthcare equity needs and prepare students to navigate complex patient care through clinical scenarios. This course has two sessions: the asynchronous modules and the synchronous online simulation conferencing module. The asynchronous online self‐learning modules, which cover key topics such as understanding telehealth, telehealth technologies and ethics and practical considerations, are designed to prepare students for active participation in interprofessional collaboration discussions during the synchronous module. In the course feedback, many students stated that they would like to engage more in their learning in the asynchronous online modules. Therefore, we developed the GENIE (amified Asynchronous Laring of PE Telehealth) online learning module to enhance the students' learning experience in the asynchronous modules of the IPE Telehealth. We applied the ARCS (Attention, Relevance, Confidence and Satisfaction) motivation framework to construct an engaging learning environment in the GENIE module by integrating gamification to foster motivation and engagement. However, the level of user engagement with the gamified features within GENIE remains unclear. The aim of this study was to evaluate the user satisfaction of GENIE, a gamified online learning module focused on telehealth for health science students and to gather feedback to refine the module's design and enhance learner engagement. The findings will help inform the future developm