Herts BLU Conference Presentation 170610

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UEL virtual patient on Second Life

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  • Introductions from both of us Show of hands – SL (user v techie), Healthcare
  • Find out a bit more about clinical aspect of herbal med.
  • Animate
  • Background by Jo – a desire to move away from paper case studies
  • Started with Herbal med – because ……
  • Say something about how it works Multi disciplinary One area can learn from another We’d never have developed it for a small programme like herbal med – needed critical mass
  • (use html page of case 0)
  • Mention holodecks to save on prim allowance
  • importance of f2f intro)
  • Haven’t got the physical limitations of clinic or classroom nor security restrictions of VLE MDT in same ward setting
  • Herts BLU Conference Presentation 170610

    1. 1. Rose Heaney Learning Technology Advisor Jo Dawes Senior Lecturer, Physiotherapy Implementing a Manageable Second Life ® Virtual Patient system B School of Health and Bioscience University of East London
    2. 2. Overview of presentation <ul><li>UEL Context </li></ul><ul><li>Why Second Life? </li></ul><ul><li>The Virtual Patient </li></ul><ul><li>Manageability </li></ul><ul><li>Evaluation </li></ul><ul><li>Future </li></ul><ul><li>Conclusions </li></ul>R
    3. 3. Context <ul><li>Healthcare programmes at UEL </li></ul><ul><li>Podiatry </li></ul><ul><li>Physiotherapy </li></ul><ul><li>Herbal Medicine </li></ul><ul><li>Acupuncture </li></ul>R
    4. 4. Herbal Medicine <ul><li>Plant and medical sciences </li></ul><ul><ul><li>Historically the right to primary diagnosis </li></ul></ul><ul><li>Blended delivery </li></ul><ul><ul><li>on campus for seminars & clinical training (500 hours) in Herbal Medicine clinic </li></ul></ul><ul><ul><li>home learning with on-line support for academic component </li></ul></ul><ul><li>Students mostly p/t, mature, female, geographically dispersed </li></ul><ul><li>Staff mixture of p/t practitioners and UEL bioscience staff </li></ul>R
    5. 5. Physiotherapy <ul><li>Professional programme entitling graduates to become HPC registered Chartered Physiotherapists. </li></ul><ul><li>Combination of campus based and practice based learning. </li></ul><ul><li>Case based learning part of curriculum </li></ul><ul><li>Cases presented as paper exercises. </li></ul>J
    6. 6. Common Issues <ul><li>Difficult to recreate real life clinical experiences for students to learn from in the class room setting </li></ul><ul><li>Limited access to: </li></ul><ul><ul><li>Real patients </li></ul></ul><ul><ul><li>Diverse range of conditions </li></ul></ul><ul><li>Shortage of respiratory based clinical placements for the undergraduates </li></ul><ul><li>Safety – adequate preparation for meeting critically ill patients </li></ul>J
    7. 7. Possible Solutions lifelike simulations PBL scenarios interactive J
    8. 8. Second Life ® <ul><li>3D virtual world created by its residents who interact through avatars </li></ul><ul><li>Virtual World (VW) definition: </li></ul><ul><ul><li>A computer-generated display that allows or compels the user (or users) to have a sense of being present in an environment other than the one they are actually in, and to interact with that environment (Schroeder 1996, 2008) </li></ul></ul>R
    9. 9. low confidence resistant take it enthusiastic high confidence leave it Technology spectrum <ul><li>Manageability – a key challenge </li></ul>R VLE SL Students
    10. 10. Inspiration for Project J UEL Virtual Lab Imperial Respiratory Ward St. George’s paramedic scenarios Heart Murmur Sim
    11. 11. SL Polyclinic <ul><li>UEL HABitat island </li></ul><ul><ul><li>Virtual Lab </li></ul></ul><ul><ul><li>Crime Scene House </li></ul></ul><ul><ul><li>Social space </li></ul></ul><ul><li>Cash injection to develop along with other facilities (external developer) </li></ul><ul><li>Now maintained in-house </li></ul>R
    12. 12. J http://vfc.uelconnect.org.uk/users/choong/output/5ae3a0a12.flv
    13. 13. Manageability (& Sustainability) <ul><li>Same virtual patient model for physiotherapy and herbal medicine (and any other area e.g. podiatry) </li></ul><ul><li>Web based editor (connected to a database) where staff can add & modify textual case data </li></ul><ul><li>Reusable generic components – equipment and ward layouts, patient types, images, multimedia resources </li></ul>R
    14. 14. Phase 1 Manageability <ul><li>Using simple web editor academic can: </li></ul><ul><li>add patient dialogue (trigger words & responses) </li></ul><ul><li>textual info for all items: </li></ul><ul><ul><li>Chart </li></ul></ul><ul><ul><li>Notes </li></ul></ul><ul><ul><li>Test results </li></ul></ul><ul><ul><li>Xray notes etc. </li></ul></ul><ul><li>add / maintain quizzes (including images) </li></ul><ul><li>http://www.uelconnect.org.uk/2ndlife/ </li></ul>R
    15. 15. Phase 2 Manageability <ul><li>Academics could learn to do SL side work: </li></ul><ul><li>Connecting media to hotspots on patient </li></ul><ul><li>Manipulating patient appearance and bay layout using predefined patient sets in inventory </li></ul><ul><li>Building & scripting will remain the preserve of specialist but once infrastructure and library of reusable resources in place the need for this is minimised </li></ul>R
    16. 16. Student / staff experience - Herbal <ul><li>11 in pilot (all levels), but others have also used it </li></ul><ul><li>Enthusiastic in the main </li></ul><ul><ul><li>Surveys during orientation + online discussion forum, reflective journals, focus groups </li></ul></ul><ul><li>Need more cases </li></ul><ul><li>‘ Conversation’ with patient problematic </li></ul><ul><li>Technical barriers on home PCs </li></ul><ul><li>Staff – case development is not trivial </li></ul>R
    17. 17. Where next – Herbal? <ul><li>More cases …differentiation </li></ul><ul><li>Case building by experienced students </li></ul><ul><li>A more holistic learning environment (distance learners): </li></ul><ul><ul><li>Dispensary </li></ul></ul><ul><ul><li>Herb garden </li></ul></ul><ul><ul><li>Tutorials </li></ul></ul><ul><ul><li>Staff ‘office hours’ </li></ul></ul><ul><ul><li>Social spaces </li></ul></ul>R
    18. 18. Student / Staff experience - Physio <ul><li>Early phase of a qualitative study: to consider usability and acceptability </li></ul><ul><li>19 students volunteered to try SL out. </li></ul><ul><li>Anecdote post orientation - enthusiasm and eagerness </li></ul><ul><li>Data collection: semi-structured interviews with external researcher and “contextual analysis” of usability </li></ul>J
    19. 19. Where next - Physio? <ul><li>This depends on outcome of study, but… </li></ul><ul><li>SL could become part of module teaching </li></ul><ul><li>Use for preparation for clinical placement </li></ul><ul><li>Use for revision </li></ul><ul><li>Case building could be used as a learning tool for more senior students </li></ul>J
    20. 20. However we need to ..... <ul><li>Build a library of cases </li></ul><ul><li>Develop patient dialogue </li></ul><ul><li>“ Admit” different patients to our clinic depending on cohort </li></ul>
    21. 21. Where next – more disciplines? <ul><li>Podiatry in pipeline </li></ul><ul><li>Visits by students of other institutions </li></ul><ul><li>Collaborative ventures with other institutions </li></ul><ul><li>Inter disciplinary activities e.g. sputum sample going to lab </li></ul><ul><li>Prospective students </li></ul>J
    22. 22. Conclusions <ul><li>Qualified success </li></ul><ul><li>Manageability and sustainability key to future developments </li></ul><ul><li>Challenges cannot be ignored </li></ul><ul><li>Collaborative potential </li></ul><ul><ul><li>Internally – shared experience of staff and students from different disciplines </li></ul></ul><ul><ul><li>Externally with other institutions </li></ul></ul>R & J
    23. 23. Thanks <ul><li>Contact details </li></ul><ul><ul><li>[email_address] </li></ul></ul><ul><ul><li>SL: Justina Dotterkelch </li></ul></ul><ul><ul><li>[email_address] </li></ul></ul><ul><ul><li>SL: Maisy Carter </li></ul></ul>

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