The document discusses the Games and Virtual Worlds Training Center at the University of Illinois at Chicago, which uses games, simulations, and virtual worlds for public health emergency preparedness training. Some key points: - Games are engaging, easily distributed, and allow practicing scenarios repeatedly in a safe environment. - One game simulates setting up and operating a Point of Dispensing site for mass drug distribution during a health crisis. - Virtual worlds allow rapid prototyping of training environments and scenarios without physical risks. Scenarios include surge capacity planning, vaccination drills, and violence prevention role-playing.

1. Games and Virtual Worlds Training C enter for the A dvancement of D istance E ducation University of Illinois at Chicago Kevin Harvey ( a.k.a. Qwerty Hansen ) Assistant Director, [email_address] http://www.uic.edu/sph/cade http://www.virtualpublichealth.com

2. About CADE CADE has ~50 employees that do: Games, simulations, and virtual worlds Public Health preparedness and training Research data management Multimedia and webcasting Web development Online database development 2

3. Why Games for Emergency Preparedness? High level of engagement Easily distributable and update-able Can practice a scenario (over and over again) Individuals can practice multiple roles Tracks Compliance and Competency (LMS) Ability to generate reports Appropriate to the Audience 3

4. The Mass Drug Dispensing Scenario One of the most important and costly exercises for cities is Point of Dispensing (POD) setup and operation. 4

5. Previous Solutions Paper Drills (Table-Top) Live Exercises and Drills 5

6. The POD Game Simulates real-life dispensing scenario: Dealing with the public Bottlenecks/Fast-Tracks Staffing Supplies Communications Speed through the DVC is what will ultimately save lives 6

7. The POD Game Login Screen 7

8. Challenge 8

9. Communication 9

10. Supply Management 10

11. Quizzes 11

12. Overall Results 12

13. Challenge Results 13

14. Quiz Results 14

15. Forms 15

16. Dispensing 16

17. General conclusion: The game was just as effective at increasing knowledge about the DVC as the face to face training, even among a population that has a fairly low level of skill using computers. Game Evaluation 17

18. 65 Clinical Coordinators (randomized) 35 in Game Group / 30 in Face-to-Face Game group Computer Skills self assessment Didactic Game Training Game Play Post-test Satisfaction Survey Face-to-Face Same as Game Group, except replaced Didactic, Game Training, and Game Play with 30 minute Face-to-Face training Game Evaluation 18

19. Comments: “ Game is very practical and useful and an excellent teaching tool.” “ Very interesting...fun way to learn.” “ Excellent. This game requires the screener to multitask during the situation.” “ I thought this game would be easy, but it really required me to think critically about my decisions. thanks” “ It was fun.” Game Evaluation 19

20. Virtual Worlds “ A computer-based 3-D simulated environment intended for its users to inhabit and interact via avatars*.” *The user-controlled “incarnation” of a user in the virtual world. 20

21. Virtual Worlds Businesses use virtual world as an extension of their real world for communication between world-wide employees, allowing for a sense of “togetherness” and community. 21

22. Virtual Public Health A Virtual World like Second Life allows rapid prototyping with 3D software. The CDC has joined the virtual world environment in an effort to inform the public about health issues. 22

23. Simulations The modeling of systems. For training this involves the creation of a model system that can be used to practice procedures or solve problems. 23

24. Simulations Simulations are powerful, immersive, experiential learning environments where you can confront extreme disasters in complete safety. 24

25. Virtual Environments Preparedness Training Rapid Prototyping Shared Experience Unique Training Spaces Distance Participation No physical limits No risk of infection or contamination Real Human Input 25

26. PLANNING, TRAINING, and ASSESSMENT Virtual Environments have long been an important part of military training and CADE is adapting these well-tested training techniques to preparedness training. CADE develops simulations and scenarios that support planning, training and assessment. The virtual environment allows us to create end-to-end solutions. Each scenario comes with a curriculum plan including a player’s guide and an inventory list. 26

27. Training Scenarios 27 Surge Capacity – An exercise to plan for various magnitudes of surge in both hospitals and alternative facilities. Illustration shows “sidewalk” triage surge response drill. POD Set-up – An exercise for POD management groups setting up and operating a Distribution Center in a high school gymnasium using all of the inventory in a POD supply plan (tables, chairs, medications, signs, etc.). Basic scenarios include: Oral Medications (non-contagious) Vaccination Scenario (non-contagious) Contagious Agent Antiviral Distribution – Planning for Antiviral Distribution in 3 variations involving hospitals: Distribution by hospital staff in non patient areas of a hospital Distribution using mixed staff in existing vaccination centers Distribution by public health staff in temporary facilities (adjacent to hospital) Isolation and Quarantine – An exercise to plan and train in protocols for a variety of voluntary and enforced situations. At-Home Care Isolation and Quarantine Community Cordon Isolation Health Care Quarantine Practices

28. Training Scenarios 28 Mass Casualty and Mortuary Procedures – An exercise to plan for mass fatality processing centers. Initial training begins at common mortality response locations like mortuaries and funeral homes. Phase one involves expansion of capacity by using refrigerated container trucks. For rural communities this may suffice. But for higher population urban centers, the scenarios expand to include larger capacity response techniques – like warehousing and cold weather outdoor storage. Set-up will involve putting in all of the necessary body bags, tagging, forms, cameras, and processing tools, etc. Drive Thru Vaccination – An exercise involving a major city parking lot – typically a sports arena – in which a drive-thru vaccination center can be set-up.Exercise will require putting in all of the necessary cones, barricades, lines, signs, etc. Anti-Violence Role Playing – Exercises involving various urban environments and conflict scenarios where players learn to resolve conflicts by interacting according to Project Ceasefire protocols. The virtual environment allows gang members to experience armed conflict scenarios without danger.

29. Mass Dispensing 29

30. Drive-through Vaccinations (PanFlu) 30

31. Mass Fatalities (PanFlu) 31

32. Hospital Evacuation 32

33. CeaseFire Island 33

34. Violence Prevention 34

35. CADE’s Hands-On Technology Exercise Held April 6, 2007 at the California Distance Learning Conference Building Capacity: Reaching New Heights in Global Preparedness South Lake Tahoe, CA 3 Virtual Worlds Missions Tahoe 35

36. Tahoe MISSION (1): Healthcare Facility “Sidewalk Triage” Training As a surge control measure, the state decides healthcare facilities should move triage outside of the building. Train staff to set-up and operate sidewalk triage stations; separate those infected by influenza from potential contact with others as early as possible. Identify outpatient from inpatient groups and sort them accordingly for treatment. 36

37. Tahoe MISSION (2): Alternative Care Facility Mobile Quarantine Training The pandemic has reached maximum impact for the first wave and hospital surge capacity has been overwhelmed. In order to help intermediate care patients, the National Guard has erected mobile medical facilities that are now functioning with positive-pressure ventilators and oxygen environments. But before staff can enter these facilities, they have to be trained for operations using these alternate environments. 37

38. Tahoe MISSION (3): Town Hall Meeting The pandemic is in full bloom and schools have been closed for weeks. Many people in your community are in voluntary quarantine. Your community is very concerned about the damage being caused to education and the economic impact on the family. Create a community forum mixing infected individuals, state officials and business leaders. Conduct breakout discussions to address the problems. 38

39. Discussion