HYBRID SIMULATION: COMBININGMULTI-METHOD SIMULATION FOREDUCATIONAL INTERVENTIONS ANDRESEARCH PROTOCOLS Presenters/Authors: Eric B. Bauman, Parvati Dev, Katie White, Wm. LeRoy Heinrichs, Gerald Stapleton, Cindy Foronda, and Phil Bertulfo IMSH 2013 | Orlando, Florida
Disclosure(s) Eric B. Bauman, PhD, RN, Paramedic1 Associate Director – Center for Simulation Excellence, DeVry, Inc. Healthcare Group Division Chief, EMS – Blooming Grove Fire Dept. Managing Member – Clinical Playground, LLC Springer Publishing – Author Adjunct Faculty – CAE Healthcare Relevant Stock – CAE, Zynga, GE
Disclosure(s) Cindy Foronda, PhD, RN1 Assistant Professor University of Miami – School of Nursing & Health Studies A portion of this project was supported by funds from the Division of Nursing (DN), Bureau of Health Professions (BHPr), Health Resources and Services Administration (HRSA), Department of Health and Human Services (DHHS) under grant number D11HP19238, Nurse Education Practice and Retention, award amount of $721,912. The information or content and conclusions are those of the authors and should not be construed as the official position or policy of, nor should any official endorsement be inferred by, the DN, BHPr, HRSA, DHHS, or the US Government.
Disclosure(s) Gerald Stapleton, MS1 Director of Distance Education University of Illinois School of Medicine, Department of Medical Education Director – Distance Education Katie White, MD Clinical Assistant Professor – Internal Medicine University of Iowa Carver College of Medicine University of Iowa Healthcare
Disclosure(s) Parvati Dev, PhD1 President and CEO – Innovation in Learning, Inc. CliniSpaceTM Wm. LeRoy Heinrichs, MD, PhD Co-Founder and Executive Medical Director CliniSpaceTM Phil Bertulfo Associate Director – Distance Education University of Illinois, School of Medicine, Department of Medical Education
Learning Objectives 1. Learners will be introduced to terminology found in the game- based learning movement6 2. Learners will be introduced to pedagogy that supports learning occurring in game-based and virtual environments 3. Learners will be introduced to and immersed into virtual learning environment 4. Learners will be guided through storyboarding educational experiences occurring in virtual environments 5. Learners will experience a hybrid simulation - combining multi- method simulation
Overview of Main Topics Game-Based and Virtual Environment7 Terminology Game-Based and Virtual Environment Pedagogy Immersion into Virtual Environments Storyboarding the Educational Experience Multi-Method Simulation
Terminology Game-Based Learning:8 Learning that provides a system of rewards for accomplishing specific tasks and objectives. Many game-based learning environments also provide a narrative to engage learners. Digital Game-based platforms use virtual environments to stage the game. Not all virtual reality environments are game-based
Terminology Virtual World: an environment that hosts a synchronous digital environment,9 persistent network of people, represented as avatars, facilitated by networked computers (Bell, 2008). Game-Based Environment: An environment that provides a narrative and system of rewards for accomplishing specific tasks and objectives. Game-based platforms use virtual environments to stage the game. Not all virtual reality environments are game-based (Bauman, 2010, p.186).
Terminology Avatar or Player Character: The term avatar is originally from Greek mythology. The gods would10 take the shape of mortals in the form of human avatars to walk the earth. In video games and virtual environments, an avatar transcends two planes of existence: the real world and the in-world or virtual world. The avatar or player-character is the embodiment of the person playing the game. Players live in and interact with the virtual or game-based environment through their avatars. (Bauman 2010 p.183). Non-Player Character: In-world agents of and from the game or virtual environment. NPCs are a function of programming and do not exist outside of the game or virtual environment. NPCs are in-world characters that the players’ (learners’) avatars interact with. This term originated from paper-based role- playing games like Dungeons and Dragons. It is a narrower definition than bot; however, there is often a blurring between the definitions of bot and NPC (Bauman, 2010 p. 186)
Terminology VOIP (Voice Over Internet Protocol) Voice Over Internet Protocol. VOIP is most commonly known for applications like Skype or Magic Jack, where it is used in place of a11 traditional telephone line. VOIP is also used in a number of other applications including web-based game or virtual world environments. Text-Based Communication Platform (i.e. in Second Life, Unity, Others) Text-Based Communication Platforms allow for written communication to occur via the internet and other communication tools. Short Message Service (SMS) is the most widely used data application used in the world (3.6B users). While most commonly used in the mobile phone industry, texting is an often found and used tool in web-based virtual worlds and game environments
Hybrid Simulation Virtual Sim Real World Sim Virtual Sim12 Successful Hybrid Simulation uses multiple modalities of simulation in acomplimentary way to meet facilitate a learning experience or facet research Real World Sim Virtual Sim Real World Sim
Pedagogy Experiential Learning (Kolb) Novice to Expert – Thinking-in-Action (Benner) The quality of the clinician’s decision making is influenced and13 improves over time based on previous experience within the profession Thinking-on-Action& Thinking-in-Action (Schön) Novices first learn to think on action, reflecting on their past decision-making process or experience. Later as students move toward proficiency and expertise they are able to think-in-action because they have a stable of experiences to draw on. The practitioner engages in a form of internal talk-back as an experience unfolds.
Pedagogy Situated Cognition Socially Situated Cognition (Gee) Learning and eventually practice takes place in an inherently social context. The how, 14 why, perception of the learning space and eventual clinical space matters in terms of outcome Designed Experience (Squire) Learning and evaluation take place as a function of performance Created Space/Environment (Bauman) An environment that has been specifically engineered to replicate an actual existing environment, producing sufficient authenticity and environmental fidelity to allow for the suspension of disbelief Ecology of Culturally Competent Design (Games and Bauman) Addresses the rigors and challenges of accurately situating culture within virtual environments using a four-element model that emphasizes the importance of activities, contexts, narratives, and characters
Introduction to CliniSpace 15http://youtu.be/9ki8FATgJzU