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VR 101 IMSH 2018

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VR 101 was presented as a panel presentation at the International Meeting on Simulation in Healthcare in Los Angeles, CA and addressed the following objectives:

Introduction to the concept of Virtual Reality within the context of Clinical Education

An understanding of best use cases for the integration of virtual reality solutions into existing curricula

Introduction to contemporary pedagogy that supports VR and multi-media simulation

Published in: Technology
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VR 101 IMSH 2018

  1. 1. Virtual Realty 101 for Clinical Education Eric B. Bauman, Reid A. Adams, Angela Robert & Jennifer Javornik January 15, 2018 Los Angeles, California
  2. 2. Faculty Introduction & Disclosure Reid Adams Reid Adams has worked extensively in simulation with multiple healthcare disciplines at various levels of training, ranging from under graduate to practicing clinician. Reid’s current work focuses on research and development creating custom educational software to enhance simulation-based learning experiences, as well as the fidelity and authenticity of simulation-based learning. Disclosure: None
  3. 3. Faculty Introduction & Disclosure Eric B. Bauman Brief Bio: Dr. Eric B. Bauman is an award winning educational designer with over 25 years of experience His research and scholarship focuses on the use of game-based teaching and learning, virtual environments, simulation, and virtual & augmented reality for clinical education. He has produced over twenty multimedia digital solutions supporting clinical education. Disclosure: Managing Member Clinical Playground LLC, Springer Publishing – Published Author
  4. 4. Faculty Introduction & Disclosure Jennifer Javornik Many moons ago, Jennifer helped launch a laser tag business and ever since then she's been trying to make "play" formally a part of her professional career again. Jennifer leads Filament's business development and sales initiatives where she is passionate about helping organizations see how game based learning can accelerate and deepen their educational mission. Jennifer has rich background in professional IT consulting where, most notably, she spearheaded several state-based healthcare reform initiatives from concept, through sales, and to operation. A certified Project Management Professional (PMP), she has a deep respect for process and methodology. Jennifer holds a BA in Drama from Dartmouth College and a Masters of Science in Information Technology from Northwestern University. Disclosure: Jennifer is the VP of Sales and Marketing for Filament Games
  5. 5. Faculty Introduction & Disclosure Angela Robert Angela has a goal to improve patient outcomes by changing the way clinicians learn. Her vision is to transform medical education using simulation, personalized learning, analytics and gamification techniques. Bachelor of Math in Computer Science from the University of Waterloo. She established her credentials as a software engineer at Scotiabank, IBM and Electronic Arts (EA). At EA she worked on more than 20 games in five years. Disclosure: Angela Robert is the CEO and Co-Founder of Conquer Experience, creators of PeriopSim.
  6. 6. Objectives •  Participants will be introduced to the concept of Virtual Reality within the context of Clinical Education •  Participants will gain an understanding of best use cases for the integration of virtual reality solutions into existing curricula •  Participants will be introduced to contemporary pedagogy that supports VR and multi-media simulation.
  7. 7. Integration into Curriculum Considerations: •  Number of students •  Time of each simulation and number of iterations •  Self study or multiple stations to circle through •  Need for technical support •  Availability of faculty or instructional staff – Bot versus faculty/staff debriefing
  8. 8. Let’s Not Puke •  Sensory Mismatch between visual and vestibular systems •  The world moves and you as an actual person do not –  Your inner senses motion that is not actually occurring »  Equals Immediate motion sickness »  Virtual Vertigo •  Tracking Volume –  Sensor Range: Player has to stay within calibrated Sensor Range –  If Player gets out of range tracking errors »  Causes immediate motion sickness »  Virtual Vertigo –  Sensor Bouncing and Blocking »  Set up problems: Something in way of sensor, movement of sensor •  Frame Rate –  Attention to model complicity: Optimal rate is 90 frames per second »  If the frame rate is lower than 90 you get significant lag •  Your head is moving faster than the virtual world Comfortable VR: Best Development Methods and Operations
  9. 9. Perils and Pitfalls of Design & Operational Setup •  Be conscious of the relationship of in-world and virtual world mechanics – Weight & balance of headset – Virtual ergonomics •  Room Temp – Too hot can instigate/exacerbate motion sickness •  Application Clearance – Relationship between player and real world environment/obstacles
  10. 10. I want into VR: What’s Next! Build – You hire a 3rd Party Vendor Custom Build a VR Solution More control but more expensive Buy - Existing Content Is an existing VR solution or product available to meet your needs, goals, objectives? Generally low initial cost Beware – trying to customize existing off the shelf products may be costly or not even possible
  11. 11. Layered Learning Theory Didactic Preparation Games and Interactive Applications Task Trainer or Simulator Real World Experience Situated learning experiences link didactic content with practical hands on experiences ©Bauman 2017 all Rights Reserved Bauman, E.B, Adams, R.A., Pederson, D., Vaughan, G., Klompmaker, D., et al (2014). Building a better donkey: A game-based layered learning approach to veterinary medical education. GLS 10 conference proceedings, Carnegie Mellon University ETC Press, 372-375. ISSN 2164-6651 (print), ISSN 2164-666X (online)
  12. 12. Gee, J.P. (2003) What Videogames Have to Teach Us About Learning and Literacy. New York, NY: Palgrave-McMillan. A term from situated cognitive learning theory that describes the negotiation of who a student is, what role they may be playing during any given learning experience and who they hope to become Projective Identity ©Bauman 2017 all Rights Reserved
  13. 13. Designed Experience …is engineered to include structured activities targeted to facilitate interactions that drive anticipated experiences. These activities are created to embody participant experience as performance. Squire, 2006 Squire, K. (2006). From content to context: Videogames as designed experience. Educational Researcher. 35(8), 19-29.
  14. 14. Questions for the Panel •  Is VR always the best simulation or game-based solution? •  Why should we integrate VR into our Curriculum? •  Where is it in the technology development & adoption life-cycle. •  VR 2.0 for Learning •  Can you make a distinction between a virtual environment in VR and a immersive VR learning experience… –  For example the difference between Second Life and Grand Theft Auto.
  15. 15. Wrap-Up & Attendee Questions
  16. 16. Contact Information Eric B. Bauman, PhD, FSSN, RN: ebauman@clincialplayground.com Twitter: @Bauman1967 Linkedin: https://www.linkedin.com/in/ericbbauman/ Reid Adams, MS: reidadams.83@gmail.com https://www.linkedin.com/in/reid-adams-23843468/ Angela Robert: angela.robert@conquermobile.com Twitter: @angelarobert Linkedin: https://www.linkedin.com/in/angelarobert/ Jennifer Javornik: jjavornik@filamentgames.com Lintedin: https://www.linkedin.com/in/jennifer-javornik/ Twitter: @jnnjavorik

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