Exercise #54
Gymkhana: Transplant Mission – Hearts and Cultures
Authors: Dr Marzena Mikła (University of Murcia, Spain)
45–60 minutes
Description
Students visit 10 stations exploring how different religions and cultures influence decisions about organ donation and transplantation. Through puzzles, word searches, true/false questions and reflective tasks, they develop cultural sensitivity and communication skills for respectful clinical care.
Methodological Guide
Objectives
1. Recognise how religious and cultural beliefs influence key decisions about organ donation and transplantation.
2. Compare different healthcare approaches associated with various religions and cultures.
3. Develop communication skills and cultural sensitivity for patients with diverse beliefs.
4. Identify potential ethical and clinical conflicts arising from religious beliefs and propose respectful alternatives.
5. Apply person-centred care strategies that integrate the patient’s values, spirituality and cultural preferences.
2. Compare different healthcare approaches associated with various religions and cultures.
3. Develop communication skills and cultural sensitivity for patients with diverse beliefs.
4. Identify potential ethical and clinical conflicts arising from religious beliefs and propose respectful alternatives.
5. Apply person-centred care strategies that integrate the patient’s values, spirituality and cultural preferences.
Expected Outcomes
1. Identify clues and solve problems.
2. Work as a team.
3. Apply prior knowledge.
4. Time management.
5. Develop intercultural understanding and cultural sensitivity in healthcare.
2. Work as a team.
3. Apply prior knowledge.
4. Time management.
5. Develop intercultural understanding and cultural sensitivity in healthcare.
Exercise Procedure
Introduction: 'Gymkhana: Transplant Mission – Hearts and Cultures' combines play, fun and learning to explore cultural diversity around health, organ donation and transplantation.
Individual part (20–25 min): Each student reads, analyses and answers at least one question or completes a specific activity per station.
Discussion (10–15 min): Guided group reflection on religious and cultural attitudes towards donation, death, and transplantation.
Summary: Gymkhana combines play and learning so that students learn about and compare the positions of different religions on various health issues.
Individual part (20–25 min): Each student reads, analyses and answers at least one question or completes a specific activity per station.
Discussion (10–15 min): Guided group reflection on religious and cultural attitudes towards donation, death, and transplantation.
Summary: Gymkhana combines play and learning so that students learn about and compare the positions of different religions on various health issues.
Mode of Implementation
Stage 1 — Group work (Gymkhana): Teams of 2–3 go through stations, solve challenges, and accumulate 'lives'.
Stage 2 — Sharing: Brief exchange between teams about discoveries, surprises, or difficulties.
Stage 3 — Individual self-reflection: Students answer journal questions reflecting on personal beliefs and lessons learned.
Stage 4 — Guided discussion: Real clinical dilemmas related to religion, culture, and health.
Stage 5 — Final synthesis: 'Three lessons learned — Two challenges — One action'.
Stage 2 — Sharing: Brief exchange between teams about discoveries, surprises, or difficulties.
Stage 3 — Individual self-reflection: Students answer journal questions reflecting on personal beliefs and lessons learned.
Stage 4 — Guided discussion: Real clinical dilemmas related to religion, culture, and health.
Stage 5 — Final synthesis: 'Three lessons learned — Two challenges — One action'.
Role of the Teacher
1. Organiser and planner: Prepare the space, stations, materials and coordinate the duration.
2. Guide and facilitator: Explain the rules, learning objectives and how tests should be carried out.
3. Supervisor during the activity: Ensure students follow the rules and participate actively.
4. Individual and group support: Answer questions and guide students who need help.
5. Moderator of the final discussion: Guide the reflective debate and highlight cultural sensitivity.
6. Evaluator and motivator: Observe participation and promote an atmosphere of respect and collaboration.
2. Guide and facilitator: Explain the rules, learning objectives and how tests should be carried out.
3. Supervisor during the activity: Ensure students follow the rules and participate actively.
4. Individual and group support: Answer questions and guide students who need help.
5. Moderator of the final discussion: Guide the reflective debate and highlight cultural sensitivity.
6. Evaluator and motivator: Observe participation and promote an atmosphere of respect and collaboration.
Theoretical Basis
Experiential learning: Students learn by doing, exploring stations and applying knowledge in simulated situations. Social constructivism: Learning is constructed through dialogue and collaborative problem-solving. Transformative learning: Exposure to diverse religious and cultural perspectives encourages students to question prejudices and develop a more empathetic attitude. Gamification: The Gymkhana format increases motivation, commitment, and content retention through playful dynamics and progressive challenges.
Practical Application
This exercise connects directly with clinical reality. Decisions about organ donation and transplantation are deeply influenced by religion, culture, and spirituality. Understanding these differences allows for diagnosis, treatment, and care that is respectful and tailored to the patient’s values. The exercise trains active listening and cultural empathy needed for real professional practice.
Knowledge Transfer
In professional settings: Culturally competent clinical care. Effective communication with patients and families. Prevention and management of ethical-cultural conflicts. Interdisciplinary work and care coordination.
In academic settings: Analysis of clinical cases. Research projects. Debates and clinical simulations.
In academic settings: Analysis of clinical cases. Research projects. Debates and clinical simulations.
Reinforcement & Reflection
Real dilemmas for discussion: (1) A Roma family refuses to discuss post-mortem donation. (2) A Jehovah’s Witness patient needs urgent surgery with risk of transfusion. (3) A Muslim patient who has undergone a liver transplant requests changes to the hospital diet.
Discussion: How can cultural respect, clinical safety and legal regulations be balanced?
Discussion: How can cultural respect, clinical safety and legal regulations be balanced?
Required Resources
Space: large classroom, playground, gymnasium, or university campus.
Materials: posters for each station, question cards, clues and envelopes, 'Lives' (cardboard hearts) or points.
'Chest of Life': When teams obtain all the clues, they open the 'Chest of Life' (a decorated box) and take their 'Life' hearts to the 'Hospital of the Future' (final table).
Participants: Teams of 2–3 students.
Materials: posters for each station, question cards, clues and envelopes, 'Lives' (cardboard hearts) or points.
'Chest of Life': When teams obtain all the clues, they open the 'Chest of Life' (a decorated box) and take their 'Life' hearts to the 'Hospital of the Future' (final table).
Participants: Teams of 2–3 students.
Assessment / Evaluation
Self-assessment: Brief reflections in a journal (e.g. 'What did I learn about different religious positions on organ donation?').
Peer assessment: During the final discussion, classmates comment on each other’s answers.
Teacher observation: Assess active participation, quality of answers, and level of involvement.
Game products: Review written responses at the stations to verify understanding.
Final feedback: Discuss achievements and areas for improvement individually or in groups.
Peer assessment: During the final discussion, classmates comment on each other’s answers.
Teacher observation: Assess active participation, quality of answers, and level of involvement.
Game products: Review written responses at the stations to verify understanding.
Final feedback: Discuss achievements and areas for improvement individually or in groups.
Practical Tips
Time management. Ensure participation. Adaptation to different levels. Encourage respect and reflection. Adapting to online teaching. Motivation and positive reinforcement.
Discussion Topics
How can we respect and support patients with different religious or cultural beliefs when making decisions about organ donation and transplantation?
What have we learned about the importance of empathy and cultural sensitivity in healthcare?
What have we learned about the importance of empathy and cultural sensitivity in healthcare?
Further Resources
1. 'Multicultural Education for Medical and Health Sciences Students.' Chapter: Religious, Spiritual, and Cultural Practices Related to Health. Author Marzena Mikła. MultiCultiMed Project, online version at www.multicultimed.pl
2. Information on organ donation and transplantation — Spain as a world leader: https://www.ont.es/
2. Information on organ donation and transplantation — Spain as a world leader: https://www.ont.es/
Additional Remarks
Before beginning, remind students that the goal is to understand and respect different religious views on health issues. In the healthcare setting, listening to and supporting patients according to their beliefs is essential. You can end with a brief discussion: How would you act if a patient of another religion expressed doubts about receiving or donating organs?