This presentation was presented as a webinar hosted by www.HealthySimulation.com by Eric B. Bauman, PhD, FSSH, RN, EMT-P; Penny Ralston-Berg, MS; Jon Brouchoud, ArchM on November 16, 2020 - You can see the recorded webinar on www.HealthySimulation.com This webinar will challenge learners conceptualization of what best-practices in virtual learning should look like in the context of the health professions simulation experience. The webinar will include a presentation focusing on contemporary pedagogy specific to digital educational solutions and proceed with a panel discussion by award winning distance learning and digital educational designers. Objective 1: Review opportunities for incorporating VR/AR & game-based solutions into Health Professions training Objective 2: Review frameworks that support VR/AR & game-based teaching and learning in the context of virtual education Objective 3: Discuss pearls and perils of the virtual teaching and learning paradigm specific to simulation ©Bauman, Ralston-Berg, and Brouchoud 2020

1. Eric B. Bauman, PhD, FSSH, RN, EMT-P; Penny Ralston-Berg, MS; Jon Brouchoud, ArchM
November 16, 2020
Objective Based Design & Narrative for Virtual
Simulation: Pearls and Perils
©Bauman, Ralston-Berg & Brouchoud 2020

2. Thank You

3. • Eric B. Bauman, PhD, FSSH, RN, EMT-P is
Founder & Managing Member of Clinical
Playground LLC
• Jon Brouchoud is CEO of Arch Virtual,
developers of Acadicus
• Penny Ralston-Berg, MS is a Senior Instructional
Designer at Penn State World Campus & Owner
of Berg Instructional Design and Consulting
Services LLC
Disclosures
. . . . . . .

4. Objectives
• Review opportunities for incorporating VR/AR
& game-based solutions into Health
Professions training
• Review frameworks that support VR/AR &
game-based teaching and learning in the
context of virtual education
• Discuss pearls and perils of the virtual
teaching and learning paradigm specific to
simulation
. . . . . . .

5. Discussion Best Fit for VR in your Curricula
Effective
AppealingEfficient
Proper Fit
Learning
Objectives
Complexity
Cost Time
Aspects of Fit: Impact Aspects of Fit: Constraints

6. Objective Driven Scenario Development
Technology must support and enhance the learning experience
Learning within virtual environments
● Be realistic about the technology and expected outcomes
of the experience
● Scenarios must be situated
● Scenarios should be engaging - promoting interaction with
the environment in ways that promote your objectives
○ Leverage the environment and the possibility of
suspension of disbelief
○ But don’t overdrive your tech
○ Strive to be more than just a classroom of avatars
standing around

7. . . . . . . .
Identifying Opportunities to Integrate VR-Based Learning
Identify and Solve a Problem
• Ask: Can VR-Based Learning Solve this problem?
• Ask: Is VR-Based Learning a good fit for this
problem?
• Ask: Are the intended learners receptive to a VR-
Based approach to solving this problem?
• Ask: What is the Cost/Benefit analysis?
• Ask: Is VR being used to simulate simulation?
What is it you want the students to learn?

8. Current Opportunities
• When Face-to-Face Training isn’t feasible
– Pandemic
– Geography
– Cost Prohibitive
• Non-VR Options
• Process-Based Repetition
– Reset & Go… Repeat, Repeat, Repeat
– Delivery Options
• Autonomous, System-Guided, Deliberate Practice
• Live, Instructor-Facilitated

9. • If your lesson plan or curriculum isn’t deliberately built in
the context of VR you and the learners are going to
struggle
• Level set expectations
– Don’t sell the Holodeck we aren’t quite there yet
• Know your tech stack: Yours & Students
– Bandwidth & Hardware capabilities
• Allow for multiple comfort levels and technical abilities
of learners
– Allow for exploration time
Pearls and Perils

10. Frameworks Supporting our Discussion
• Simulation to Practice Pathway
• Bauman’s Layered Learning Model (BLLM)

11. Simulation to Practice Pathway
Clinical Practice
Simulation
Experience
Mannikin/Task Trainer/SP/
Digital/VR
Knowledge Acquisition
Behavior
Didactic
Rethought Simulation to Practice Pathway
© Bauman 2010 © Bauman 2012,
© Bauman 2019
Games
Apps
VR
Cognitive Aid
Games
Apps
VR
©Bauman 2019 Rights Reserved

12. Bauman’s Layered Learning Model © E.B. Bauman 2018

13. . . . . . . .
Games & Bauman: Ecology of Culturally Competent Design
Four-element model that emphasizes the importance of:
1. Activities: What players/learners do in the game or
environment
2. Context: The context in which activities take place
3. Narratives: The story that situates the learning and
drives psychological fidelity
4. Characters: How player and non-player characters are
represented in the digital environment

14. Non-Player Character
Player Character/Learner 2nd Player Character/Learner
Observer
Activities, Context, Narrative, Characters

15. . . . . . . .
The Promising Future of the Virtual Sim Lab
■ Lessons Learned
■ A Look to the Future

16. . . . . . . .
The Promising Future of the Virtual Sim Lab

17. . . . . . . .
Selected References
Bauman, E. B. (2016). Games, Virtual Environments, Mobile Applications and a Futurist's Crystal Ball. Clinical Simulation in Nursing, 12(14),
109-114. doi: http://dx.doi.org/10.1016/j.ecns.2016.02.002
Bauman, E.B. (2016). Immersive virtual reality to model physical – social interaction and self representation. In Combs, D., Sokolowski, J.A., and
Banks, C.M. (Eds). The digital patient: Advancing medical research, education, and practice. Wiley.
Bauman, E. B. (2012). Game-based teaching and simulation in nursing & healthcare. New York, NY: Springer Publishing Company.
Bauman, E.B. and Games, I.A. (2011). Contemporary theory for immersive worlds: Addressing engagement, culture, and diversity. In A. Cheney
and R. Sanders (Eds). Teaching and learning in 3D immersive worlds: Pedagogical models and constructivist approaches. IGI Global.
Bauman, E. B. and Ralston-Berg, P. (2014). Virtual simulation. In J. Palaganas, J. Maxworthy, C. Epps, and M.E. Mancini (Eds). Defining excellence
in simulation. Wolters Kluwer – Lippincott Williams & Wilkins.
Felszeghy, S., Pasonen-Seppänen, S., Koskela, A., Nieminen, P., Harkonen, K., Paldanius, K. M. A., Gabbouj, S., Ketola, K., Hiltunen, M., Lundin,
M., Haapaniemi, T., Sointu, E., Bauman, E. B., Gilbert, G. E., Morto, D., & Mahonen, A. (2019). Use of gamification in a histology course: An
innovative strategy. BMC Medical Education, 19(273). https://doi.org/10.1186/s12909-019-1701-0
Felszeghy, S., Pasonen-Seppänen, S., Koskela, A., Nieminen, P., Härkönen, K., Paldanius, K. M. A., Gabbouj, S., Ketola, K., Hiltunen, M., Lundin,
M., Haapaniemi, T., Sointu, E., Bauman, E. B., Gilbert, G. E., Morton, D., & Mahonen, A. (2019). Using online game-based platforms to improve
student performance and engagement in histology teaching. BMC Medical Education, 19(1), 273. https://doi.org/10.1186/s12909-019-1701-0
Gould, J., & Bauman, E. (2012). Virtual reality in medical education. In S. Tsuda, D.J. Scott, & D.B. Jones (Eds) Textbook of simulation, surgical
skills and team training. Woodbury, CT: Cine-Med.
Samosorn A., Gilbert G.E., Bauman E.B., Khine J., McGonigle D. (2020). Using VR to teach nursing faculty/students airway insertion skills: A pilot
study. Clinical Simulation in Nursing, 39, 18-26.

18. Contact Information
• Eric B. Bauman, PhD, FSSH, RN, EMT-P
– ebauman@clinicalplayground.com
– https://www2.slideshare.net/ebauman
– www.clinicalplayground.com
– @Bauman1967
• Jon Brouchoud, M. Arch
– jon@archvirtual.com
– www.acadicus.com
– @acadicus-xr
• Penny Ralston-Berg, MS
– plr15@psu.edu
– www.bergdesign.works
– @pennymoved