virtual learning technologies for the digital generation
TRANSCRIPT
Virtual
Learning Technologies for the
Digital Generation
Grand Challenges in Medical Education
Increasing education efficiency – New fields: genetics, informatics A torrent or flood of knowledge … while retaining humanistic values
Employing modern educational tools – “Authentic” learning situations -
Virtual patients & Task simulations Team based work - by simulating the work world Developing metrics for teaching quality
and learning outcome – Embed assessment instrumentation within each lesson
Human Patient Simulator:
One-person exercises in simulation centers
More manikin-based learning: Multi-person exercises in a
simulation center
Virtual Emergency Department -2004:
Multi-person exercises in a virtual world Videogame technology
Online exercises One–, or Multiple ‘patients’
Real people log in and take roles
Patient is a ‘robot’ that responds to commands
Virtual Emergency Department
Users access ‘information’ and exercise ‘decisions’ through menu
Patient physiology is small set of rules Interactive scenario is followed by debrief
30 medical students & interns
Virtual ED Simulator (n=16)pretest case 4 training cases posttest case
Human Patient Simulator “HPS” (n=14)pretest case 4 training cases posttest case
• Is the Virtual ED effective?• Is there a significant difference between the two methods?
Emergency Dept. Team Training
Comparison of Pre & Post
Mean Scores
Me
an
Sc
ore
s
0.00
10.00
20.00
30.00
40.00
50.00
HPS Group
Pretest Sum Scores Posttest Sum Scores Pretest Sum Scores Posttest Sum Scores
Virtual ED Group
Percentage of individual scored points
0
20
40
60
80
100
1 2 3 4 5 6 7 8 9
Student #
%-
po
ssib
le p
oin
ts
% Pre
% Post
Average improvement between pre- and posttest was 23 %
after practicing on four critically ill virtual patients
Nine interns did the ‘right Dx & Rx’, Scored Data/ All Subjects
0
10
2030
40
50
6070
80
90
100
%- o
f Pos
sibl
e P
oint
s
Pre
Post
Airway Breathing Circulation Disability Exposure Secondarysurvey
Other actions
. . . training in a Virtual World
VirtualEnvironments
. . . Mimic Real Places
Creating 3D environments for
learning, practicing, assessment
Stanford Emergency Department
QuickTime™ and aTIFF (Uncompressed) decompressor
are needed to see this picture.
PATIENT CARE with INDIVIDUAL CASUALTIES
. . . training in a Virtual World
Stanford Emergency Department
PATIENT CARE INMASS CASUALTY
EVENTS, &AMID THE CHAOS
What do EM–MDs and RNs think?
Q4: How useful do you think these simulation exercises would be for learning to initially assess and manage trauma patients
in the Emergency Department?
0
10
20
30
40
50
60
70
80
90
1 2 3 4 5
Rating Scale (1=low; 5=high)
Per
cen
tag
e o
f p
arti
cip
ants
Virtual World Group
HPS Group
Q5: How useful do you think these simulation exercises would be for learning to work as a member of an Emergency
Department team?
0
10
20
30
40
50
60
70
80
90
1 2 3 4 5
Rating Scale (1=low; 5=high)
Per
cen
tag
e o
f p
arti
cip
ants
Virtual World Group
HPS Group
. . . training in a Virtual World
In conclusion New educational tools are:
Immersive and interactive Action oriented with role playing Representing authentic work situations
Current learning technologies: Virtual worlds parallel the real world Afford practice with virtual-real patients –
with physiology, at a low cost, anytime, anywhere
Allow ‘what-if?’ scenarios that prevent mistakes and improve safety in the real world
Thank you, APAN ! http://summit.stanford.edu/
Wm. LeRoy HeinrichsProfessor (Emeritus) of Ob/Gyn / SUMMIT
Colleagues at SUMMIT – Pat YoungbloodSean Kung, Robert Cheng, Kingsley Willis, Parvati Dev
Colleagues at Forterra Systems – Laura Kusumoto, Arnold Hendrick, Steve Hanstead