Virtual Learning Technologies for the Digital Generation

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

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HPS Group

Pretest Sum Scores Posttest Sum Scores Pretest Sum Scores Posttest Sum Scores

Virtual ED Group

Percentage of individual scored points

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Student #

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% 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

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2030

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6070

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%- o

f Pos

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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

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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?

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Rating Scale (1=low; 5=high)

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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?

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Rating Scale (1=low; 5=high)

Per

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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