Envisioning the Future of Health Professional Education Workshop Summary (2016) / Chapter Skim
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Appendix B: Gaming Arcade Submission Descriptions
Appendix B: Gaming Arcade Submission Descriptions
Pages 103-128
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Appendix B Gaming Arcade Submission Descriptions 103
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104 ENVISIONING THE FUTURE OF HPE Game Abstract Title Page B.1 Project Magic: Mobile Application Guide for Innovative Curriculum 107 B.2 Mimic Technologies Robotic Surgery Simulation Suite: dV Trainer, Maestro, and Xperience Team Trainer 108 B.3 MIMYCX -- The World's First 3D, Multiplayer, IPE Game 110 B.4 Cyber-Based Clinical Experience for Physical Therapy 110 B.5 Using a Game-Based Simulation to Complement Face-to Face Medical Education 112 B.6 Pharmacollege: A Game-Based Mastery Approach to Learning Pharmacology and Nursing Clinical Rotation Prep 113 B.7 Brush Up 114 B.8 i-Human Patients 114 B.9 Virtual Infant Patients, Families, and Staff Collaboration: Simulating Situational Medical Scenarios with a Virtual Living World 115 B.10 Can Game Play Teach Student Nurses How to Save Lives: An Undergraduate Training Proposal for Student Nurses in Pediatric Respiratory Diseases with a Living World Gaming Construct 115 B.11 The Automated Intelligent Mentoring System: Applying Game Technology to Advance Medical Education 116 B.12 Course for Operationally Relevant Patient Safety (CORPS) , Based on TeamSTEPPS: Team Strategies and Tools to Enhance Performance and Patient Safety, Version 2.0 117 B.13 CPG-Based Trauma Games 118 B.14 The Bacterionomicon: A Fantasy World of Monsters and Heroes Inspired by Bacteria and Antibiotics 119 B.15 Occam's Razor Card Game: Social Studying for Nurses and Medical Students 120 B.16 Defenders of Soma: A Card Game About Antibiotic Resistance 120 B.17 Immune Defense 120 B.18 Immersive Learning Environments at Duke 122 B.19 Interprofessional Teamwork Training Using TeamSTEPPS Virtual Teams 124 B.20 A Novel Computer Screen–Based Simulator for Defibrilla tor Skills Training 125 B.21 DecisionSim 126
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The IOM/SSH Gaming Arcade and Showcase was modeled after the Serious Games and Virtual Environments Arcade and Showcases at the International Meeting on Simulation in Healthcare (IMSH) that have taken place over the past 5 years.
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Geoffrey Miller, M.S., EMT-P, and Andrew Cross from Eastern Virginia Medical School received the Leading Innovator Award for their entry, Automated Intelligent Mentoring System (AIMS) : Applying Game Technology to Advance Medical Education.
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step two clinical exam • iAnesthesia, an interactive, mobile 3D game-based learning tool to prepare veterinary students for clinical experiences focusing on the delivery of anesthesia to multiple species • Embryo Tempus, an interactive, mobile 3D game-based learn ing tool that provides a high-fidelity active learning experience to supplement and reinforce traditional embryology content found in medical and veterinary medicine curricula Objective 1: Engage learners in a high-fidelity, 3D, interactive experience to support content found within the medical, veterinary medicine, and other health sciences curricula. Objective 2: The applications leverage game mechanics to engage students in active learning.
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According to numerous independent validation studies, the dV-Trainer closely reproduces the look and feel of the da Vinci system. State-of-the-Art Robotic Surgery Simulation Technology Mimic's proprietary MSim platform powers the exercises available on the dV-Trainer, providing the most realistic and lifelike simulation available.
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4. Team training • perience Team Trainer -- Enable the robotic surgeon and first X assistant to train together with this optional component for the dV-Trainer.
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Students can benchmark their performance in the game against other health professions students. B.4 CYBER-BASED CLINICAL EXPERIENCE FOR PHYSICAL THERAPY Marjorie Zielke, Ph.D.1; Gary Hardee, M.A.1; and Sue Scherer, P.T., Ph.D.2 1University of Texas at Dallas; 2Regis University, Colorado Clinicalvpt.com is a prototype game-based simulation developed to allow physical therapy students and faculty at Regis University's RueckertHartman College for Health Professions an opportunity to experience and provide feedback on a virtual NIH Stroke Scale practice session.
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Project Objective 1: Assess student participants' reactions to the effectiveness of the game-based educational simulation as a representation of a clinical experience. Project Objective 2: Assess faculty participants' reactions to the effectiveness of the game-based simulation as an educational tool and representation of clinical experience.
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The professor selected the best posts and awarded stars worth points toward the team total. Statistically significant improvement in students' self-reported knowledge of interviewing skills, active listening techniques, medical interviewing, and understanding the attributes of a patient's illness indicates support for Research Question 1: Can a game-based simulation help improve knowledge and attitudinal measures?
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Project Objective 2: Assess the effectiveness of a game-based simulation as an education module for enhancing classroom lectures. B.6 PHARMACOLLEGĒ: A GAME-BASED MASTERY APPROACH TO LEARNING PHARMACOLOGY AND NURSING CLINICAL ROTATION PREP Tim Harrington, Ed.D.1; and Leila McKinney, D.N.P., M.S.N., APRN, NP-C2 1DeVry Education Group, Arizona; 2DeVry Education Group, Georgia PharmaCollegē is a game-based learning tool designed by Chamberlain College of Nursing to prepare students for practical nursing experience on procedure and responsibility relating to medication administration, nursing protocol, and practice in patient care.
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i-Human Patients, Inc., California i-Human Patients, International Meeting for Simulation in Healthcare Conference Best in Show winners, is an interactive, cloud-based, multimedia-rich platform that simulates a complete patient encounter to development patient assessment and diagnostic reasoning skills. Project Objective 1: This project/innovation was developed to augment and accelerate apprenticeship training for clerkship students and residents.
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Project Objective 2: Evaluate student success and performance from use of the virtual world to provide meaningful evidence that this type of instructional modality is valid. B.10 CAN GAME PLAY TEACH STUDENT NURSES HOW TO SAVE LIVES: AN UNDERGRADUATE TRAINING PROPOSAL FOR STUDENT NURSES IN PEDIATRIC RESPIRATORY DISEASES WITH A LIVING WORLD GAMING CONSTRUCT Judy LeFlore, Ph.D., R.N., NNP-BC, CPNP-AC&PC, ANEF, FAAN; Mindi Anderson, Ph.D., R.N., CPNP-PC, CNE, CHSE-A, ANEF; Kristine Nelson; and Patricia Thomas, Ph.D., R.N., NNP-BC, CNE University of Texas at Arlington The academic environment tends to "abstract" clinical concepts by teaching them in the classroom and out of context.
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B.11 THE AUTOMATED INTELLIGENT MENTORING SYSTEM: APPLYING GAME TECHNOLOGY TO ADVANCE MEDICAL EDUCATION Geoffrey Miller, M.S., EMT-P; and Andrew Cross Eastern Virginia Medical School, Virginia The Automated Intelligent Mentoring System (AIMS) seeks to improve individualized, objective performance feedback during skill acquisition by rigorously assessing, real-time 3D psychometric measurement of performed skills.
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As such, it may help to decrease the cost of medical education, in particular the teaching and training of critical clinical procedures and may lead to superior quality, effectiveness, and efficiency of the learner's education. Project Objective 1: Develop a low-cost solution, focused on the measurement of human performance related to specific real-time, 3D psychometric measurements of clinical procedural skills.
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Consequently, a highly knowledgeable "player" can actually refresh and validate current content knowledge very quickly while another learner may need repeated efforts to gain content mastery. The games use high-fidelity photos of actual equipment from Role 2 and Role 3 type in
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and should not be construed as an official Department of the Army position, policy, or decision unless so designated by other documentation. B.14 THE BACTERIONOMICON: A FANTASY WORLD OF MONSTERS AND HEROES INSPIRED BY BACTERIA AND ANTIBIOTICS Brandon Patton Nerdcore Medical, Connecticut The Bacterionomicon is a compendium of infectious bacteria and antibiotics presented in the style of a Dungeons & Dragons bestiary book, in order to use imagination, metaphor, and stories to aid learning and promote awareness about antibiotic misuse.
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. Project Objective 1: Assist medical students, nursing students, and health professionals with practice in diagnosing patients.
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The molecular biology game players gave more confident replies than their classmates who played the control game. Average scores were IA = 3.16 and Control = 2.50 Students T-Test p << 0.000.
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Duke University Medical Center, North Carolina Immersive Learning Environments at Duke (ILE@D) is an ecosystem of 3D, collaborative worlds accessible from any Internet-connected computer that provides an innovative, interactive "front-end" to distance education and assessment in the health professions.
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Medic Combat Medic is a single or multiplayer fully automated simulation where learners practice the procedural skills of cricothyrotomy, tourniquet management, and needle decompression. In this acute care case, the virtual patient will crash quickly if the learner fails to make the correct decisions.
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B.19 INTERPROFESSIONAL TEAMWORK TRAINING USING TEAMSTEPPS VIRTUAL TEAMS Rachel Umoren, M.D., M.S.1; Linda Sweigart, M.S.N., APRN2; Evalyn Gossett, M.S.N., R.N.3; Barbara Truman4; John Fillwalk2; Patricia Scott, Ph.D., M.P.H., O.T.5; Kay Hodson Carlton, R.N., Ed.D., ANEF, FAAN2; Natalia Rybas, Ph.D.6; and Rohit Das, M.D., M.P.H.1 1Indiana University School of Medicine, Indianapolis, IN; 2Ball State University, Muncie, IN; 3Indiana University Northwest, Gary, IN; 4Fusion Unlimited Networks, Casselberry, FL; 5Indiana University School of Health & Rehabilitation Sciences; 6Indiana University East, Richmond, IN TeamSTEPPS is a validated approach to teaching teamwork with demonstrated effectiveness in improving teamwork and patient safety. This multisite project evaluated students' recognition of TeamSTEPPS strategies and attitudes regarding interprofessional communication, mutual support, situation monitoring, and conflict resolution.
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B.20 A NOVEL COMPUTER SCREEN–BASED SIMULATOR FOR DEFIBRILLATOR SKILLS TRAINING Kathleen Ventre, M.D.1; Joshua Ferge2; and Anne Brenneman3 1University of Colorado, Aurora; 2University of Colorado, Boulder; 3Primary Children's Hospital, Salt Lake City, Utah Rapid, well-coordinated resuscitation is essential for optimal outcomes from shockable cardiac arrest rhythms, yet studies from laboratory and clinical environments have found that health care teams often have difficulty delivering timely defibrillation. Acute care providers undergo advanced life support retraining every 2 years, and have few opportunities to gain experience in managing arrest rhythms between refresher courses.
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Our principal objective was to build a computer screen-based simulator that could augment existing advanced life support curricula by facilitating the acquisition and maintenance of competency in defibrillator operation among large groups of providers, without the need for instructor presence. Thus, we developed a software-based simulator that models the look, sounds, and functions of the LIFEPAK 20e defibrillator.
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Medical Education 44(1)
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