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Project Outbreak Poster Session

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Poster Sessioni

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Project Outbreak Poster Session

  1. 1. CREATING AN EPISTEMIC GAME FOR MICROBIOLOGY Project Outbreak
  2. 2. Problem Trying to Solve  Develop competency in microbiology, cell biology and genetics.  Adopt the role of professionals in the field.  Conduct virtual investigations of possible microbial outbreak scenarios.
  3. 3. EPISTEMIC FRAME EPISTEMIC GAME
  4. 4. Epistemic Frame
  5. 5. Epistemic Frame
  6. 6. AR Augmented Reality blends virtual content over a real world environment via computer- generated sensory input through a GPS enabled application
  7. 7. TAGWHAT
  8. 8. MEDTAG ALGORITHM Ludic Fallacy and Quantitative Reasoning
  9. 9. IMPORTANCE OF A GLOBAL COMPETENCE Epistemic Frame
  10. 10. Countries * Canada * Jamaica * Germany * India * Slovenia * Mexico * Kenya * C0ngo
  11. 11. Microbiolial species  Clostridium botulinum  Plasmodium falciparum  Bortedella pertussisis  Mycobacterium tuberculosis
  12. 12. Microbiolial species  Trypanosoma brucei  Rhabdovirus  Hepatitis C virus
  13. 13. Pictures:
  14. 14. Grades Distribution (2012-13) 0% 5% 10% 15% 20% 25% 30% 35% 40% A B C D F W Game Based Conventional
  15. 15. Results/Closing  Increased students retention and success rate.  Students gain exposure to real life situations.  Students learned the steps required to complete an accurate diagnosis during health outbreak situation.
  16. 16. * Results/Closing  By using real life scenarios to create a simulation of contagious disease outbreak, we helped students understand the epidemiological aspects of clinical microbiology.  The difference in comprehension between students who were taught by using this methodology and those who were taught without this methodology was significant.
  17. 17. Student’s Feedback  “The scenario made me think about what kinds of things can influence someone to become sick, like their environment, what kind of bacteria or viruses they could have been exposed to”.
  18. 18. Student’s Feedback “Not having everything "spoon fed" to us when we got into the scenario had a major impact on the way I could look at the situation. It was no longer about the basic pieces of information that we commonly deal with, but about the synthesis of many pieces. It came down to interpretation a lot more than I would have expected, and that makes it difficult to really assess a situation”.
  19. 19. Student’s Feedback “It forced you to think more outside the box, in terms of how a person could come into contact with microbes during their normal life. It was very different than working with aseptic procedures in the lab”.
  20. 20. Student’s Feedback “ Field conditions are much more difficult because the communication is often on a verbal level and only mentioned once. One has to have good hearing and note taking skills, as well as multi-tasking and being able to concentrate with distractions all around them. The cases in the field are also not sterile, quiet, and controlled as they are in the lab. This means a field agent must be very careful when arriving to a scene to take extra precautions to ensure things do not get any more contaminated or continue to spread”.
  21. 21. PATIENT ZERO https://youtu.be/bB7DoVk_DWg
  22. 22. INDEX CASE https://youtu.be/bB7DoVk_DWg
  23. 23. INTRODUCTION https://youtu.be/Spy02HXKlB8
  24. 24. PRESENTATION https://youtu.be/S3R-aakZ4G8?t=7m35s

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