Generation of Realistic Stochastic Virtual Microstructures ...
Virtual Learning Technologies for the Digital Generation.
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Transcript of Virtual Learning Technologies for the Digital Generation.
![Page 1: Virtual Learning Technologies for the Digital Generation.](https://reader031.fdocuments.in/reader031/viewer/2022032805/56649ee95503460f94bfad7d/html5/thumbnails/1.jpg)
Virtual
Learning Technologies for the
Digital Generation
![Page 2: Virtual Learning Technologies for the Digital Generation.](https://reader031.fdocuments.in/reader031/viewer/2022032805/56649ee95503460f94bfad7d/html5/thumbnails/2.jpg)
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
![Page 3: Virtual Learning Technologies for the Digital Generation.](https://reader031.fdocuments.in/reader031/viewer/2022032805/56649ee95503460f94bfad7d/html5/thumbnails/3.jpg)
Human Patient Simulator:
One-person exercises in simulation centers
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More manikin-based learning: Multi-person exercises in a
simulation center
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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
![Page 6: Virtual Learning Technologies for the Digital Generation.](https://reader031.fdocuments.in/reader031/viewer/2022032805/56649ee95503460f94bfad7d/html5/thumbnails/6.jpg)
Virtual Emergency Department
Users access ‘information’ and exercise ‘decisions’ through menu
Patient physiology is small set of rules Interactive scenario is followed by debrief
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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
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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
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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
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VirtualEnvironments
. . . Mimic Real Places
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Creating 3D environments for
learning, practicing, assessment
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Stanford Emergency Department
QuickTime™ and aTIFF (Uncompressed) decompressor
are needed to see this picture.
PATIENT CARE with INDIVIDUAL CASUALTIES
. . . training in a Virtual World
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Stanford Emergency Department
PATIENT CARE INMASS CASUALTY
EVENTS, &AMID THE CHAOS
![Page 14: Virtual Learning Technologies for the Digital Generation.](https://reader031.fdocuments.in/reader031/viewer/2022032805/56649ee95503460f94bfad7d/html5/thumbnails/14.jpg)
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
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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
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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