1.
Musa, Dahlia; Gonzalez, Laura; Penny, Heidi; Daher, Salam
Technology Acceptance and Authenticity in Interactive Simulation: Experimental Study Journal Article
In: Journal of Medical Education, vol. 9, pp. e40040, 2023.
@article{musa2023technology,
title = {Technology Acceptance and Authenticity in Interactive Simulation: Experimental Study},
author = {Dahlia Musa and Laura Gonzalez and Heidi Penny and Salam Daher},
url = {https://mededu.jmir.org/2023/1/e40040/},
doi = {doi:10.2196/40040},
year = {2023},
date = {2023-02-15},
urldate = {2023-02-15},
journal = {Journal of Medical Education},
volume = {9},
pages = {e40040},
abstract = {Background:
Remote and virtual simulations have gained prevalence during the COVID-19 pandemic as institutions maintain social distancing measures. Because of the challenges of cost, flexibility, and feasibility in traditional mannequin simulation, many health care educators have used videos as a remote simulation modality; however, videos provide minimal interactivity.
Objective:
In this study, we aimed to evaluate the role of interactivity in students’ simulation experiences. We analyzed students’ perceptions of technology acceptance and authenticity in interactive and noninteractive simulations.
Methods:
Undergraduate nursing students participated in interactive and noninteractive simulations. The interactive simulation was conducted using interactive video simulation software that we developed, and the noninteractive simulation consisted of passively playing a video of the simulation. After each simulation, the students completed a 10-item technology acceptance questionnaire and 6-item authenticity questionnaire. The data were analyzed using the Wilcoxon signed-rank test. In addition, we performed an exploratory analysis to compare technology acceptance and authenticity in interactive local and remote simulations using the Mann-Whitney U test.
Results:
Data from 29 students were included in this study. Statistically significant differences were found between interactive and noninteractive simulations for overall technology acceptance (P<.001) and authenticity (P<.001). Analysis of the individual questionnaire items showed statistical significance for 3 out of the 10 technology acceptance items (P=.002, P=.002, and P=.004) and 5 out of the 6 authenticity items (P<.001, P<.001, P=.001, P=.003, and P=.005). The interactive simulation scored higher than the noninteractive simulation in all the statistically significant comparisons. Our exploratory analysis revealed that local simulation may promote greater perceptions of technology acceptance (P=.007) and authenticity (P=.027) than remote simulation. Conclusions: Students’ perceptions of technology acceptance and authenticity were greater in interactive simulation than in noninteractive simulation. These results support the importance of interactivity in students’ simulation experiences, especially in remote or virtual simulations in which students’ involvement may be less active.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Background:
Remote and virtual simulations have gained prevalence during the COVID-19 pandemic as institutions maintain social distancing measures. Because of the challenges of cost, flexibility, and feasibility in traditional mannequin simulation, many health care educators have used videos as a remote simulation modality; however, videos provide minimal interactivity.
Objective:
In this study, we aimed to evaluate the role of interactivity in students’ simulation experiences. We analyzed students’ perceptions of technology acceptance and authenticity in interactive and noninteractive simulations.
Methods:
Undergraduate nursing students participated in interactive and noninteractive simulations. The interactive simulation was conducted using interactive video simulation software that we developed, and the noninteractive simulation consisted of passively playing a video of the simulation. After each simulation, the students completed a 10-item technology acceptance questionnaire and 6-item authenticity questionnaire. The data were analyzed using the Wilcoxon signed-rank test. In addition, we performed an exploratory analysis to compare technology acceptance and authenticity in interactive local and remote simulations using the Mann-Whitney U test.
Results:
Data from 29 students were included in this study. Statistically significant differences were found between interactive and noninteractive simulations for overall technology acceptance (P<.001) and authenticity (P<.001). Analysis of the individual questionnaire items showed statistical significance for 3 out of the 10 technology acceptance items (P=.002, P=.002, and P=.004) and 5 out of the 6 authenticity items (P<.001, P<.001, P=.001, P=.003, and P=.005). The interactive simulation scored higher than the noninteractive simulation in all the statistically significant comparisons. Our exploratory analysis revealed that local simulation may promote greater perceptions of technology acceptance (P=.007) and authenticity (P=.027) than remote simulation. Conclusions: Students’ perceptions of technology acceptance and authenticity were greater in interactive simulation than in noninteractive simulation. These results support the importance of interactivity in students’ simulation experiences, especially in remote or virtual simulations in which students’ involvement may be less active.
Remote and virtual simulations have gained prevalence during the COVID-19 pandemic as institutions maintain social distancing measures. Because of the challenges of cost, flexibility, and feasibility in traditional mannequin simulation, many health care educators have used videos as a remote simulation modality; however, videos provide minimal interactivity.
Objective:
In this study, we aimed to evaluate the role of interactivity in students’ simulation experiences. We analyzed students’ perceptions of technology acceptance and authenticity in interactive and noninteractive simulations.
Methods:
Undergraduate nursing students participated in interactive and noninteractive simulations. The interactive simulation was conducted using interactive video simulation software that we developed, and the noninteractive simulation consisted of passively playing a video of the simulation. After each simulation, the students completed a 10-item technology acceptance questionnaire and 6-item authenticity questionnaire. The data were analyzed using the Wilcoxon signed-rank test. In addition, we performed an exploratory analysis to compare technology acceptance and authenticity in interactive local and remote simulations using the Mann-Whitney U test.
Results:
Data from 29 students were included in this study. Statistically significant differences were found between interactive and noninteractive simulations for overall technology acceptance (P<.001) and authenticity (P<.001). Analysis of the individual questionnaire items showed statistical significance for 3 out of the 10 technology acceptance items (P=.002, P=.002, and P=.004) and 5 out of the 6 authenticity items (P<.001, P<.001, P=.001, P=.003, and P=.005). The interactive simulation scored higher than the noninteractive simulation in all the statistically significant comparisons. Our exploratory analysis revealed that local simulation may promote greater perceptions of technology acceptance (P=.007) and authenticity (P=.027) than remote simulation. Conclusions: Students’ perceptions of technology acceptance and authenticity were greater in interactive simulation than in noninteractive simulation. These results support the importance of interactivity in students’ simulation experiences, especially in remote or virtual simulations in which students’ involvement may be less active.
2.
Musa, Dahlia; Gonzalez, Laura; Diaz, Desiree; Penny, Heidi; Daher, Salam
Interactivity in Remote Healthcare Simulation Conference
International Nursing Association for Clinical Simulation and Learning (INACSL), 2022.
@conference{musa2022interactivity,
title = {Interactivity in Remote Healthcare Simulation},
author = {Dahlia Musa and Laura Gonzalez and Desiree Diaz and Heidi Penny and Salam Daher},
url = {https://drive.google.com/file/d/1wOXgRjV5HzA4Hen42mtSPoAjCucF_9yV/view},
year = {2022},
date = {2022-06-18},
urldate = {2022-06-18},
booktitle = {International Nursing Association for Clinical Simulation and Learning (INACSL)},
pages = {49},
abstract = {During the COVID-19 pandemic, nurse educators struggled to conduct manikin-based simulation due to limitations of safety and remote accessibility. Videos may have been used by educators as a substitute because they were cost-effective and could be conducted remotely. However, video lacks interactivity, which is a component of the standards of best practice for Interactive Video Simulation (IVS) software that enables educators to convert their multimedia content Interactive Video Simulation (IVS) software that enables educators to convert their multimedia content healthcare simulation. We developed an into an interactive simulation that can be delivered to students via a video conferencing application (Musa et al., 2021). This study utilized the IVS software to compare an interactive video (INT) simulation and non-interactive video (VID) simulation. Research questions were: (1) Does interactivity engage students in problem-solving more than non-interactivity? (2) Does interactivity increase the authenticity of decision-making more than non-interactivity? Students completed a questionnaire derived from the Self-Assessment Teamwork Tool for Students (SATTS) (Gordon et al., 2016) and Virtual Patient Evaluation (VPE) (Huwendiek et al., 2015) to assess teamwork and perceptions of authenticity, Evaluation (VPE) (Huwendiek et al., 2015) to assess teamwork and perceptions of authenticity, Evaluation (VPE) (Huwendiek et al., 2015) to assess teamwork and perceptions of authenticity, respectively. The mean INT score was greater than the mean VID score for two questionnaire items (p < 0.05). Students felt that in the INT simulation, teamwork was useful when problem-solving and the virtual simulation was authentic with regards to making decisions a nurse would make in real life. These results indicate that the interactive component encouraged collaboration to solve problems presented in the scenario and more accurately replicated the decision-making process of a nurse in a clinical setting.},
keywords = {},
pubstate = {published},
tppubtype = {conference}
}
During the COVID-19 pandemic, nurse educators struggled to conduct manikin-based simulation due to limitations of safety and remote accessibility. Videos may have been used by educators as a substitute because they were cost-effective and could be conducted remotely. However, video lacks interactivity, which is a component of the standards of best practice for Interactive Video Simulation (IVS) software that enables educators to convert their multimedia content Interactive Video Simulation (IVS) software that enables educators to convert their multimedia content healthcare simulation. We developed an into an interactive simulation that can be delivered to students via a video conferencing application (Musa et al., 2021). This study utilized the IVS software to compare an interactive video (INT) simulation and non-interactive video (VID) simulation. Research questions were: (1) Does interactivity engage students in problem-solving more than non-interactivity? (2) Does interactivity increase the authenticity of decision-making more than non-interactivity? Students completed a questionnaire derived from the Self-Assessment Teamwork Tool for Students (SATTS) (Gordon et al., 2016) and Virtual Patient Evaluation (VPE) (Huwendiek et al., 2015) to assess teamwork and perceptions of authenticity, Evaluation (VPE) (Huwendiek et al., 2015) to assess teamwork and perceptions of authenticity, Evaluation (VPE) (Huwendiek et al., 2015) to assess teamwork and perceptions of authenticity, respectively. The mean INT score was greater than the mean VID score for two questionnaire items (p < 0.05). Students felt that in the INT simulation, teamwork was useful when problem-solving and the virtual simulation was authentic with regards to making decisions a nurse would make in real life. These results indicate that the interactive component encouraged collaboration to solve problems presented in the scenario and more accurately replicated the decision-making process of a nurse in a clinical setting.
3.
Musa, Dahlia; Gonzalez, Laura; Penny, Heidi; Daher, Salam
22nd International Meeting on Simulation in Healthcare (IMSH) , 2022.
@conference{musa2022interactive,
title = {Interactive Video Simulation for Healthcare Education: Technology Acceptance and Perceived Authenticity},
author = {Dahlia Musa and Laura Gonzalez and Heidi Penny and Salam Daher},
url = {https://drive.google.com/file/d/17gSZrkh1k3a2XbxCPmpbC-8wkrwzJthY/view?usp=share_link},
year = {2022},
date = {2022-06-01},
urldate = {2022-06-01},
booktitle = {22nd International Meeting on Simulation in Healthcare (IMSH) },
pages = {2},
keywords = {},
pubstate = {published},
tppubtype = {conference}
}
4.
Musa, Dahlia; Gonzalez, Laura; Penny, Heidi; Daher, Salam
Interactive Video Simulation for Remote Healthcare Learning Journal Article
In: Frontiers in Surgery: Healthcare Simulation and Online Learning, vol. 8, pp. 16, 2021.
@article{musa2021interactive,
title = {Interactive Video Simulation for Remote Healthcare Learning},
author = {Dahlia Musa and Laura Gonzalez and Heidi Penny and Salam Daher},
url = {https://www.frontiersin.org/articles/10.3389/fsurg.2021.713119/full},
doi = {10.3389/fsurg.2021.713119},
year = {2021},
date = {2021-08-10},
urldate = {2021-08-10},
journal = {Frontiers in Surgery: Healthcare Simulation and Online Learning},
volume = {8},
pages = {16},
abstract = {Simulation is an essential component of healthcare education as it enables educators to replicate clinical scenarios in a controlled learning environment. Simulation has traditionally been conducted in-person through the use of manikins, however, the COVID-19 pandemic has challenged the practice of manikin simulation. Social distance constraints were enforced during the pandemic to reduce the potential spread of the virus and as a result, many educators and students were denied physical access to their universities' simulation facilities. Healthcare educators sought remote alternatives to manikin simulation and many resorted to instructional videos to educate their learners. While the use of videos increases safety, passively watching videos lacks interactivity which is an important component of simulation learning. In response to these challenges, we developed an interactive video simulation software that uses educators' existing video content to conduct a simulation remotely, thereby promoting safety during the pandemic while also meeting the interactivity standards of best practice for healthcare simulation. In this paper, we compare the interactive video simulation to the current practice of watching non-interactive video of a simulation using the same content. We found that interactivity promotes higher order learning, increases teamwork and enhances the perception of authenticity. Additionally, the majority of participants demonstrated positive reception of the interactive simulation. The simulation software provides the safety desired of a remote simulation during the pandemic while also engaging students in interactive learning experiences.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Simulation is an essential component of healthcare education as it enables educators to replicate clinical scenarios in a controlled learning environment. Simulation has traditionally been conducted in-person through the use of manikins, however, the COVID-19 pandemic has challenged the practice of manikin simulation. Social distance constraints were enforced during the pandemic to reduce the potential spread of the virus and as a result, many educators and students were denied physical access to their universities' simulation facilities. Healthcare educators sought remote alternatives to manikin simulation and many resorted to instructional videos to educate their learners. While the use of videos increases safety, passively watching videos lacks interactivity which is an important component of simulation learning. In response to these challenges, we developed an interactive video simulation software that uses educators' existing video content to conduct a simulation remotely, thereby promoting safety during the pandemic while also meeting the interactivity standards of best practice for healthcare simulation. In this paper, we compare the interactive video simulation to the current practice of watching non-interactive video of a simulation using the same content. We found that interactivity promotes higher order learning, increases teamwork and enhances the perception of authenticity. Additionally, the majority of participants demonstrated positive reception of the interactive simulation. The simulation software provides the safety desired of a remote simulation during the pandemic while also engaging students in interactive learning experiences.
5.
Gonzalez, Laura; Daher, Salam; Musa, Dahlia; Penny, Heidi
Interactive Video Simulation: A Remote Solution Conference
International Nursing Association for Clinical Simulation and Learning (INACSL), 2021.
@conference{gonzalez2021interactive,
title = {Interactive Video Simulation: A Remote Solution},
author = {Laura Gonzalez and Salam Daher and Dahlia Musa and Heidi Penny},
url = {https://drive.google.com/file/d/1kcS6uN4_x8XxGRsj5R8ffgTvAUByd_xM/view?usp=share_link},
year = {2021},
date = {2021-06-01},
urldate = {2021-06-01},
booktitle = {International Nursing Association for Clinical Simulation and Learning (INACSL)},
keywords = {},
pubstate = {published},
tppubtype = {conference}
}
6.
Daher, Salam; Gonzalez, Laura; Welch, Gregory; Stuart, Jacob
Workshop on Collaborations with Domain Experts for Virtual Agent Research (CoVAR) Conference
ACM Intelligent Virtual Agent, Glasgow, UK (Virtual), 2020.
@conference{daher2020workshop,
title = {Workshop on Collaborations with Domain Experts for Virtual Agent Research (CoVAR)},
author = {Salam Daher and Laura Gonzalez and Gregory Welch and Jacob Stuart},
year = {2020},
date = {2020-10-01},
urldate = {2020-10-01},
booktitle = {ACM Intelligent Virtual Agent},
address = {Glasgow, UK (Virtual)},
keywords = {},
pubstate = {published},
tppubtype = {conference}
}
7.
Daher, Salam; Gonzalez, Laura
Collaborations with Nursing Experts for Virtual Agent Research Conference
ACM Intelligent Virtual Agent, Glasgow, UK Virtual, 2020.
@conference{daher2020collaborations,
title = {Collaborations with Nursing Experts for Virtual Agent Research},
author = {Salam Daher and Laura Gonzalez},
url = {PDF available upon request.},
year = {2020},
date = {2020-10-01},
booktitle = {ACM Intelligent Virtual Agent},
address = {Glasgow, UK Virtual},
keywords = {},
pubstate = {published},
tppubtype = {conference}
}
8.
Daher, Salam; Hochreiter, Jason; Schubert, Ryan; Gonzalez, Laura; Cendan, Juan; Anderson, Mindi; Diaz, Desiree; Welch, Gregory
Physical-Virtual Patient: A new patient simulator Journal Article
In: Society of Simulation in Healthcare Journal, vol. 15, iss. 2, pp. 115-121, 2020.
@article{daher2020physical,
title = {Physical-Virtual Patient: A new patient simulator},
author = {Salam Daher and Jason Hochreiter and Ryan Schubert and Laura Gonzalez and Juan Cendan and Mindi Anderson and Desiree Diaz and Gregory Welch },
url = {https://journals.lww.com/simulationinhealthcare/fulltext/2020/04000/the_physical_virtual_patient_simulator__a_physical.9.aspx},
doi = {10.1097/SIH.0000000000000409},
year = {2020},
date = {2020-04-01},
urldate = {2020-04-01},
journal = {Society of Simulation in Healthcare Journal},
volume = {15},
issue = {2},
pages = {115-121},
abstract = {Introduction: We introduce a new type of patient simulator referred to as the Physical-Virtual Patient Simulator (PVPS). The PVPS combines the tangible characteristics of a human-shaped physical form with the flexibility and richness of a virtual patient. The PVPS can exhibit a range of multisensory cues, including visual cues (eg, capillary refill, facial expressions, appearance changes), auditory cues (eg, verbal responses, heart sounds), and tactile cues (eg, localized temperature, pulse).
Methods: We describe the implementation of the technology, technical testing with healthcare experts, and an institutional review board–approved pilot experiment involving 22 nurse practitioner students interacting with a simulated child in 2 scenarios: sepsis and child abuse. The nurse practitioners were asked qualitative questions about ease of use and the cues they noticed.
Results: Participants found it easy to interact with the PVPS and had mixed but encouraging responses regarding realism. In the sepsis scenario, participants reported the following cues leading to their diagnoses: temperature, voice, mottled skin, attitude and facial expressions, breathing and cough, vitals and oxygen saturation, and appearance of the mouth and tongue. For the child abuse scenario, they reported the skin appearance on the arms and abdomen, perceived attitude, facial expressions, and inconsistent stories.
Conclusions: We are encouraged by the initial results and user feedback regarding the perceived realism of visual (eg, mottling), audio (eg, breathing sounds), and tactile (eg, temperature) cues displayed by the PVPS, and ease of interaction with the simulator.(Sim Healthcare 15:115–121, 2020)},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Introduction: We introduce a new type of patient simulator referred to as the Physical-Virtual Patient Simulator (PVPS). The PVPS combines the tangible characteristics of a human-shaped physical form with the flexibility and richness of a virtual patient. The PVPS can exhibit a range of multisensory cues, including visual cues (eg, capillary refill, facial expressions, appearance changes), auditory cues (eg, verbal responses, heart sounds), and tactile cues (eg, localized temperature, pulse).
Methods: We describe the implementation of the technology, technical testing with healthcare experts, and an institutional review board–approved pilot experiment involving 22 nurse practitioner students interacting with a simulated child in 2 scenarios: sepsis and child abuse. The nurse practitioners were asked qualitative questions about ease of use and the cues they noticed.
Results: Participants found it easy to interact with the PVPS and had mixed but encouraging responses regarding realism. In the sepsis scenario, participants reported the following cues leading to their diagnoses: temperature, voice, mottled skin, attitude and facial expressions, breathing and cough, vitals and oxygen saturation, and appearance of the mouth and tongue. For the child abuse scenario, they reported the skin appearance on the arms and abdomen, perceived attitude, facial expressions, and inconsistent stories.
Conclusions: We are encouraged by the initial results and user feedback regarding the perceived realism of visual (eg, mottling), audio (eg, breathing sounds), and tactile (eg, temperature) cues displayed by the PVPS, and ease of interaction with the simulator.(Sim Healthcare 15:115–121, 2020)
Methods: We describe the implementation of the technology, technical testing with healthcare experts, and an institutional review board–approved pilot experiment involving 22 nurse practitioner students interacting with a simulated child in 2 scenarios: sepsis and child abuse. The nurse practitioners were asked qualitative questions about ease of use and the cues they noticed.
Results: Participants found it easy to interact with the PVPS and had mixed but encouraging responses regarding realism. In the sepsis scenario, participants reported the following cues leading to their diagnoses: temperature, voice, mottled skin, attitude and facial expressions, breathing and cough, vitals and oxygen saturation, and appearance of the mouth and tongue. For the child abuse scenario, they reported the skin appearance on the arms and abdomen, perceived attitude, facial expressions, and inconsistent stories.
Conclusions: We are encouraged by the initial results and user feedback regarding the perceived realism of visual (eg, mottling), audio (eg, breathing sounds), and tactile (eg, temperature) cues displayed by the PVPS, and ease of interaction with the simulator.(Sim Healthcare 15:115–121, 2020)
9.
Gonzalez, Laura; Daher, Salam; Welch, Gregory
Vera Real: Stroke assessment using a Physical Virtual Patient (PVP) Conference
INACSL, Phoenix, AZ, 2019.
@conference{gonzalez2019vera,
title = {Vera Real: Stroke assessment using a Physical Virtual Patient (PVP)},
author = {Laura Gonzalez and Salam Daher and Gregory Welch},
url = {PDF available upon request.},
year = {2019},
date = {2019-06-01},
booktitle = {INACSL},
address = {Phoenix, AZ},
keywords = {},
pubstate = {published},
tppubtype = {conference}
}
10.
Daher, Salam; Hochreiter, Jason; Schubert, Ryan; Bruder, Gerd; Gonzalez, Laura; Cendan, Juan; Anderson, Mindi; Diaz, Desiree; Welch, Gregory
Matching vs. Non-Matching Visuals and Shape for Embodied Virtual Healthcare Agents Conference
IEEE Virtual Reality, Osaka, Japan, 2019, ISBN: 978-1-7281-1377-7.
@conference{daher2019matching,
title = {Matching vs. Non-Matching Visuals and Shape for Embodied Virtual Healthcare Agents},
author = {Salam Daher and Jason Hochreiter and Ryan Schubert and Gerd Bruder and Laura Gonzalez and Juan Cendan and Mindi Anderson and Desiree Diaz and Gregory Welch},
url = {https://ieeexplore.ieee.org/document/8797814},
doi = {10.1109/VR.2019.8797814},
isbn = { 978-1-7281-1377-7},
year = {2019},
date = {2019-03-23},
urldate = {2019-03-23},
booktitle = {IEEE Virtual Reality},
pages = {886-887},
address = {Osaka, Japan},
abstract = {Embodied virtual agents serving as patient simulators are widely used in medical training scenarios, ranging from physical patients to virtual patients presented via virtual and augmented reality technologies. Physical-virtual patients are a hybrid solution that combines the benefits of dynamic visuals integrated into a human-shaped physical form that can also present other cues, such as pulse, breathing sounds, and temperature. Sometimes in simulation the visuals and shape do not match. We carried out a human-participant study employing graduate nursing students in pediatric patient simulations comprising conditions associated with matching/non-matching of the visuals and shape.},
keywords = {},
pubstate = {published},
tppubtype = {conference}
}
Embodied virtual agents serving as patient simulators are widely used in medical training scenarios, ranging from physical patients to virtual patients presented via virtual and augmented reality technologies. Physical-virtual patients are a hybrid solution that combines the benefits of dynamic visuals integrated into a human-shaped physical form that can also present other cues, such as pulse, breathing sounds, and temperature. Sometimes in simulation the visuals and shape do not match. We carried out a human-participant study employing graduate nursing students in pediatric patient simulations comprising conditions associated with matching/non-matching of the visuals and shape.
11.
Daher, Salam; Gonzalez, Laura; Hochreiter, Jason; Norouzi, Nahal; Bruder, Gerd; Welch, Gregory
Touch-Aware Intelligent Physical-Virtual Agents for Healthcare Simulation Conference
ACM Intelligent Virtual Agents, Sydney, Australia, 2018.
@conference{daher2018physical,
title = {Touch-Aware Intelligent Physical-Virtual Agents for Healthcare Simulation},
author = {Salam Daher and Laura Gonzalez and Jason Hochreiter and Nahal Norouzi and Gerd Bruder and Gregory Welch},
url = {https://dl.acm.org/doi/abs/10.1145/3267851.3267876},
doi = {10.1145/3267851.3267876},
year = {2018},
date = {2018-11-05},
urldate = {2018-11-05},
booktitle = {ACM Intelligent Virtual Agents},
pages = {99-106},
address = {Sydney, Australia},
abstract = {Conventional Intelligent Virtual Agents (IVAs) focus primarily on the visual and auditory channels for both the agent and the interacting human: the agent displays a visual appearance and speech as output, while processing the human's verbal and non-verbal behavior as input. However, some interactions, particularly those between a patient and healthcare provider, inherently include tactile components. We introduce an Intelligent Physical-Virtual Agent (IPVA) head that occupies an appropriate physical volume; can be touched; and via human-in-the-loop control can change appearance, listen, speak, and react physiologically in response to human behavior. Compared to a traditional IVA, it provides a physical affordance, allowing for more realistic and compelling human-agent interactions. In a user study focusing on the neurological assessment of a simulated patient showing stroke symptoms, we compared the IPVA head with a high-fidelity touch-aware mannequin that has a static appearance. Various measures of the human subjects indicated greater attention, affinity for, and presence with the IPVA patient, all factors that can improve healthcare training.},
keywords = {},
pubstate = {published},
tppubtype = {conference}
}
Conventional Intelligent Virtual Agents (IVAs) focus primarily on the visual and auditory channels for both the agent and the interacting human: the agent displays a visual appearance and speech as output, while processing the human's verbal and non-verbal behavior as input. However, some interactions, particularly those between a patient and healthcare provider, inherently include tactile components. We introduce an Intelligent Physical-Virtual Agent (IPVA) head that occupies an appropriate physical volume; can be touched; and via human-in-the-loop control can change appearance, listen, speak, and react physiologically in response to human behavior. Compared to a traditional IVA, it provides a physical affordance, allowing for more realistic and compelling human-agent interactions. In a user study focusing on the neurological assessment of a simulated patient showing stroke symptoms, we compared the IPVA head with a high-fidelity touch-aware mannequin that has a static appearance. Various measures of the human subjects indicated greater attention, affinity for, and presence with the IPVA patient, all factors that can improve healthcare training.
12.
Daher, Salam; Gonzalez, Laura; Welch, Gregory
Physical-Virtual Patient Head Miscellaneous
2017.
@misc{daher2017physical,
title = {Physical-Virtual Patient Head},
author = {Salam Daher and Laura Gonzalez and Gregory Welch},
url = {PDF available upon request.},
year = {2017},
date = {2017-09-01},
urldate = {2017-09-01},
journal = {Florida Nurses Association},
keywords = {},
pubstate = {published},
tppubtype = {misc}
}
13.
Hochreiter, Jason; Daher, Salam; Nagendran, Arjun; Gonzalez, Laura; Welch, Gregory
Optical Touch Sensing on Non-Parametric Rear-Projection Surfaces for Interactive Physical-Virtual Experiences Journal Article
In: Presence Journal, 2016.
@article{hochreiter2016optical,
title = {Optical Touch Sensing on Non-Parametric Rear-Projection Surfaces for Interactive Physical-Virtual Experiences},
author = {Jason Hochreiter and Salam Daher and Arjun Nagendran and Laura Gonzalez and Gregory Welch},
year = {2016},
date = {2016-07-01},
urldate = {2016-07-01},
journal = {Presence Journal},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
14.
Gonzalez, Laura; Welch, Gregory; Daher, Salam
BSN Assessment of Discrete Neurology Symptoms Using an Interactive Physical Virtual Head Conference
INACSL, Grapevine, TX, 2016.
@conference{gonzalez2016bsn,
title = {BSN Assessment of Discrete Neurology Symptoms Using an Interactive Physical Virtual Head},
author = {Laura Gonzalez and Gregory Welch and Salam Daher},
year = {2016},
date = {2016-06-01},
urldate = {2016-06-01},
booktitle = {INACSL},
address = {Grapevine, TX},
keywords = {},
pubstate = {published},
tppubtype = {conference}
}
15.
Daher, Salam; Gonzalez, Laura; Welch, Gregory
Preliminary Assessment of Neurologic Symptomatology Using an Interactive Physical-Virtual Head with Touch. Conference
International Meeting for Simulation in Healthcare, San Diego, CA, 2016.
@conference{daher2016preliminary,
title = {Preliminary Assessment of Neurologic Symptomatology Using an Interactive Physical-Virtual Head with Touch.},
author = {Salam Daher and Laura Gonzalez and Gregory Welch},
year = {2016},
date = {2016-01-01},
urldate = {2016-01-01},
booktitle = {International Meeting for Simulation in Healthcare},
address = {San Diego, CA},
keywords = {},
pubstate = {published},
tppubtype = {conference}
}
16.
Hochreiter, Jason; Daher, Salam; Nagendran, Arjun; Gonzalez, Laura; Welch, Gregory
Touch sensing on non-parametric rear-projection surfaces: A physical-virtual head for hands-on healthcare training. Conference
IEEE Virtual Reality 2015, Arles, France, 2015.
@conference{hochreiter2015touch,
title = {Touch sensing on non-parametric rear-projection surfaces: A physical-virtual head for hands-on healthcare training.},
author = {Jason Hochreiter and Salam Daher and Arjun Nagendran and Laura Gonzalez and Gregory Welch},
year = {2015},
date = {2015-03-01},
urldate = {2015-03-01},
booktitle = {IEEE Virtual Reality 2015},
address = {Arles, France},
keywords = {},
pubstate = {published},
tppubtype = {conference}
}
2023
Dahlia Musa, Laura Gonzalez, Heidi Penny, Salam Daher
Technology Acceptance and Authenticity in Interactive Simulation: Experimental Study Journal Article
In: Journal of Medical Education, vol. 9, pp. e40040, 2023.
Abstract | Links | BibTeX | Tags: 2023, active learning, authenticity, Dahila Musa, health care simulation, Heidi Penny, hello, Interactivity, Laura Gonzalez, nursing education, passive learning, remote learning, rivs, Salam Daher, technology acceptance
@article{musa2023technology,
title = {Technology Acceptance and Authenticity in Interactive Simulation: Experimental Study},
author = {Dahlia Musa and Laura Gonzalez and Heidi Penny and Salam Daher},
url = {https://mededu.jmir.org/2023/1/e40040/},
doi = {doi:10.2196/40040},
year = {2023},
date = {2023-02-15},
urldate = {2023-02-15},
journal = {Journal of Medical Education},
volume = {9},
pages = {e40040},
abstract = {Background:
Remote and virtual simulations have gained prevalence during the COVID-19 pandemic as institutions maintain social distancing measures. Because of the challenges of cost, flexibility, and feasibility in traditional mannequin simulation, many health care educators have used videos as a remote simulation modality; however, videos provide minimal interactivity.
Objective:
In this study, we aimed to evaluate the role of interactivity in students’ simulation experiences. We analyzed students’ perceptions of technology acceptance and authenticity in interactive and noninteractive simulations.
Methods:
Undergraduate nursing students participated in interactive and noninteractive simulations. The interactive simulation was conducted using interactive video simulation software that we developed, and the noninteractive simulation consisted of passively playing a video of the simulation. After each simulation, the students completed a 10-item technology acceptance questionnaire and 6-item authenticity questionnaire. The data were analyzed using the Wilcoxon signed-rank test. In addition, we performed an exploratory analysis to compare technology acceptance and authenticity in interactive local and remote simulations using the Mann-Whitney U test.
Results:
Data from 29 students were included in this study. Statistically significant differences were found between interactive and noninteractive simulations for overall technology acceptance (P<.001) and authenticity (P<.001). Analysis of the individual questionnaire items showed statistical significance for 3 out of the 10 technology acceptance items (P=.002, P=.002, and P=.004) and 5 out of the 6 authenticity items (P<.001, P<.001, P=.001, P=.003, and P=.005). The interactive simulation scored higher than the noninteractive simulation in all the statistically significant comparisons. Our exploratory analysis revealed that local simulation may promote greater perceptions of technology acceptance (P=.007) and authenticity (P=.027) than remote simulation. Conclusions: Students’ perceptions of technology acceptance and authenticity were greater in interactive simulation than in noninteractive simulation. These results support the importance of interactivity in students’ simulation experiences, especially in remote or virtual simulations in which students’ involvement may be less active.},
keywords = {2023, active learning, authenticity, Dahila Musa, health care simulation, Heidi Penny, hello, Interactivity, Laura Gonzalez, nursing education, passive learning, remote learning, rivs, Salam Daher, technology acceptance},
pubstate = {published},
tppubtype = {article}
}
Background:
Remote and virtual simulations have gained prevalence during the COVID-19 pandemic as institutions maintain social distancing measures. Because of the challenges of cost, flexibility, and feasibility in traditional mannequin simulation, many health care educators have used videos as a remote simulation modality; however, videos provide minimal interactivity.
Objective:
In this study, we aimed to evaluate the role of interactivity in students’ simulation experiences. We analyzed students’ perceptions of technology acceptance and authenticity in interactive and noninteractive simulations.
Methods:
Undergraduate nursing students participated in interactive and noninteractive simulations. The interactive simulation was conducted using interactive video simulation software that we developed, and the noninteractive simulation consisted of passively playing a video of the simulation. After each simulation, the students completed a 10-item technology acceptance questionnaire and 6-item authenticity questionnaire. The data were analyzed using the Wilcoxon signed-rank test. In addition, we performed an exploratory analysis to compare technology acceptance and authenticity in interactive local and remote simulations using the Mann-Whitney U test.
Results:
Data from 29 students were included in this study. Statistically significant differences were found between interactive and noninteractive simulations for overall technology acceptance (P<.001) and authenticity (P<.001). Analysis of the individual questionnaire items showed statistical significance for 3 out of the 10 technology acceptance items (P=.002, P=.002, and P=.004) and 5 out of the 6 authenticity items (P<.001, P<.001, P=.001, P=.003, and P=.005). The interactive simulation scored higher than the noninteractive simulation in all the statistically significant comparisons. Our exploratory analysis revealed that local simulation may promote greater perceptions of technology acceptance (P=.007) and authenticity (P=.027) than remote simulation. Conclusions: Students’ perceptions of technology acceptance and authenticity were greater in interactive simulation than in noninteractive simulation. These results support the importance of interactivity in students’ simulation experiences, especially in remote or virtual simulations in which students’ involvement may be less active.
Remote and virtual simulations have gained prevalence during the COVID-19 pandemic as institutions maintain social distancing measures. Because of the challenges of cost, flexibility, and feasibility in traditional mannequin simulation, many health care educators have used videos as a remote simulation modality; however, videos provide minimal interactivity.
Objective:
In this study, we aimed to evaluate the role of interactivity in students’ simulation experiences. We analyzed students’ perceptions of technology acceptance and authenticity in interactive and noninteractive simulations.
Methods:
Undergraduate nursing students participated in interactive and noninteractive simulations. The interactive simulation was conducted using interactive video simulation software that we developed, and the noninteractive simulation consisted of passively playing a video of the simulation. After each simulation, the students completed a 10-item technology acceptance questionnaire and 6-item authenticity questionnaire. The data were analyzed using the Wilcoxon signed-rank test. In addition, we performed an exploratory analysis to compare technology acceptance and authenticity in interactive local and remote simulations using the Mann-Whitney U test.
Results:
Data from 29 students were included in this study. Statistically significant differences were found between interactive and noninteractive simulations for overall technology acceptance (P<.001) and authenticity (P<.001). Analysis of the individual questionnaire items showed statistical significance for 3 out of the 10 technology acceptance items (P=.002, P=.002, and P=.004) and 5 out of the 6 authenticity items (P<.001, P<.001, P=.001, P=.003, and P=.005). The interactive simulation scored higher than the noninteractive simulation in all the statistically significant comparisons. Our exploratory analysis revealed that local simulation may promote greater perceptions of technology acceptance (P=.007) and authenticity (P=.027) than remote simulation. Conclusions: Students’ perceptions of technology acceptance and authenticity were greater in interactive simulation than in noninteractive simulation. These results support the importance of interactivity in students’ simulation experiences, especially in remote or virtual simulations in which students’ involvement may be less active.
2022
Dahlia Musa, Laura Gonzalez, Desiree Diaz, Heidi Penny, Salam Daher
Interactivity in Remote Healthcare Simulation Conference
International Nursing Association for Clinical Simulation and Learning (INACSL), 2022.
Abstract | Links | BibTeX | Tags: authenticity, Dahila Musa, Desiree Diaz, Heidi Penny, Interactivity, Laura Gonzalez, remote learning, Salam Daher, simulation, teamwork, video
@conference{musa2022interactivity,
title = {Interactivity in Remote Healthcare Simulation},
author = {Dahlia Musa and Laura Gonzalez and Desiree Diaz and Heidi Penny and Salam Daher},
url = {https://drive.google.com/file/d/1wOXgRjV5HzA4Hen42mtSPoAjCucF_9yV/view},
year = {2022},
date = {2022-06-18},
urldate = {2022-06-18},
booktitle = {International Nursing Association for Clinical Simulation and Learning (INACSL)},
pages = {49},
abstract = {During the COVID-19 pandemic, nurse educators struggled to conduct manikin-based simulation due to limitations of safety and remote accessibility. Videos may have been used by educators as a substitute because they were cost-effective and could be conducted remotely. However, video lacks interactivity, which is a component of the standards of best practice for Interactive Video Simulation (IVS) software that enables educators to convert their multimedia content Interactive Video Simulation (IVS) software that enables educators to convert their multimedia content healthcare simulation. We developed an into an interactive simulation that can be delivered to students via a video conferencing application (Musa et al., 2021). This study utilized the IVS software to compare an interactive video (INT) simulation and non-interactive video (VID) simulation. Research questions were: (1) Does interactivity engage students in problem-solving more than non-interactivity? (2) Does interactivity increase the authenticity of decision-making more than non-interactivity? Students completed a questionnaire derived from the Self-Assessment Teamwork Tool for Students (SATTS) (Gordon et al., 2016) and Virtual Patient Evaluation (VPE) (Huwendiek et al., 2015) to assess teamwork and perceptions of authenticity, Evaluation (VPE) (Huwendiek et al., 2015) to assess teamwork and perceptions of authenticity, Evaluation (VPE) (Huwendiek et al., 2015) to assess teamwork and perceptions of authenticity, respectively. The mean INT score was greater than the mean VID score for two questionnaire items (p < 0.05). Students felt that in the INT simulation, teamwork was useful when problem-solving and the virtual simulation was authentic with regards to making decisions a nurse would make in real life. These results indicate that the interactive component encouraged collaboration to solve problems presented in the scenario and more accurately replicated the decision-making process of a nurse in a clinical setting.},
keywords = {authenticity, Dahila Musa, Desiree Diaz, Heidi Penny, Interactivity, Laura Gonzalez, remote learning, Salam Daher, simulation, teamwork, video},
pubstate = {published},
tppubtype = {conference}
}
During the COVID-19 pandemic, nurse educators struggled to conduct manikin-based simulation due to limitations of safety and remote accessibility. Videos may have been used by educators as a substitute because they were cost-effective and could be conducted remotely. However, video lacks interactivity, which is a component of the standards of best practice for Interactive Video Simulation (IVS) software that enables educators to convert their multimedia content Interactive Video Simulation (IVS) software that enables educators to convert their multimedia content healthcare simulation. We developed an into an interactive simulation that can be delivered to students via a video conferencing application (Musa et al., 2021). This study utilized the IVS software to compare an interactive video (INT) simulation and non-interactive video (VID) simulation. Research questions were: (1) Does interactivity engage students in problem-solving more than non-interactivity? (2) Does interactivity increase the authenticity of decision-making more than non-interactivity? Students completed a questionnaire derived from the Self-Assessment Teamwork Tool for Students (SATTS) (Gordon et al., 2016) and Virtual Patient Evaluation (VPE) (Huwendiek et al., 2015) to assess teamwork and perceptions of authenticity, Evaluation (VPE) (Huwendiek et al., 2015) to assess teamwork and perceptions of authenticity, Evaluation (VPE) (Huwendiek et al., 2015) to assess teamwork and perceptions of authenticity, respectively. The mean INT score was greater than the mean VID score for two questionnaire items (p < 0.05). Students felt that in the INT simulation, teamwork was useful when problem-solving and the virtual simulation was authentic with regards to making decisions a nurse would make in real life. These results indicate that the interactive component encouraged collaboration to solve problems presented in the scenario and more accurately replicated the decision-making process of a nurse in a clinical setting.
Dahlia Musa, Laura Gonzalez, Heidi Penny, Salam Daher
22nd International Meeting on Simulation in Healthcare (IMSH) , 2022.
Links | BibTeX | Tags: 2022, Dahila Musa, Heidi Penny, Laura Gonzalez, rivs, Salam Daher
@conference{musa2022interactive,
title = {Interactive Video Simulation for Healthcare Education: Technology Acceptance and Perceived Authenticity},
author = {Dahlia Musa and Laura Gonzalez and Heidi Penny and Salam Daher},
url = {https://drive.google.com/file/d/17gSZrkh1k3a2XbxCPmpbC-8wkrwzJthY/view?usp=share_link},
year = {2022},
date = {2022-06-01},
urldate = {2022-06-01},
booktitle = {22nd International Meeting on Simulation in Healthcare (IMSH) },
pages = {2},
keywords = {2022, Dahila Musa, Heidi Penny, Laura Gonzalez, rivs, Salam Daher},
pubstate = {published},
tppubtype = {conference}
}
2021
Dahlia Musa, Laura Gonzalez, Heidi Penny, Salam Daher
Interactive Video Simulation for Remote Healthcare Learning Journal Article
In: Frontiers in Surgery: Healthcare Simulation and Online Learning, vol. 8, pp. 16, 2021.
Abstract | Links | BibTeX | Tags: authenticity, Dahila Musa, engagement, healthcare simulation, Heidi Penny, Interactivity, Laura Gonzalez, nursing, remote learning, rivs, Salam Daher, teamwork, video
@article{musa2021interactive,
title = {Interactive Video Simulation for Remote Healthcare Learning},
author = {Dahlia Musa and Laura Gonzalez and Heidi Penny and Salam Daher},
url = {https://www.frontiersin.org/articles/10.3389/fsurg.2021.713119/full},
doi = {10.3389/fsurg.2021.713119},
year = {2021},
date = {2021-08-10},
urldate = {2021-08-10},
journal = {Frontiers in Surgery: Healthcare Simulation and Online Learning},
volume = {8},
pages = {16},
abstract = {Simulation is an essential component of healthcare education as it enables educators to replicate clinical scenarios in a controlled learning environment. Simulation has traditionally been conducted in-person through the use of manikins, however, the COVID-19 pandemic has challenged the practice of manikin simulation. Social distance constraints were enforced during the pandemic to reduce the potential spread of the virus and as a result, many educators and students were denied physical access to their universities' simulation facilities. Healthcare educators sought remote alternatives to manikin simulation and many resorted to instructional videos to educate their learners. While the use of videos increases safety, passively watching videos lacks interactivity which is an important component of simulation learning. In response to these challenges, we developed an interactive video simulation software that uses educators' existing video content to conduct a simulation remotely, thereby promoting safety during the pandemic while also meeting the interactivity standards of best practice for healthcare simulation. In this paper, we compare the interactive video simulation to the current practice of watching non-interactive video of a simulation using the same content. We found that interactivity promotes higher order learning, increases teamwork and enhances the perception of authenticity. Additionally, the majority of participants demonstrated positive reception of the interactive simulation. The simulation software provides the safety desired of a remote simulation during the pandemic while also engaging students in interactive learning experiences.},
keywords = {authenticity, Dahila Musa, engagement, healthcare simulation, Heidi Penny, Interactivity, Laura Gonzalez, nursing, remote learning, rivs, Salam Daher, teamwork, video},
pubstate = {published},
tppubtype = {article}
}
Simulation is an essential component of healthcare education as it enables educators to replicate clinical scenarios in a controlled learning environment. Simulation has traditionally been conducted in-person through the use of manikins, however, the COVID-19 pandemic has challenged the practice of manikin simulation. Social distance constraints were enforced during the pandemic to reduce the potential spread of the virus and as a result, many educators and students were denied physical access to their universities' simulation facilities. Healthcare educators sought remote alternatives to manikin simulation and many resorted to instructional videos to educate their learners. While the use of videos increases safety, passively watching videos lacks interactivity which is an important component of simulation learning. In response to these challenges, we developed an interactive video simulation software that uses educators' existing video content to conduct a simulation remotely, thereby promoting safety during the pandemic while also meeting the interactivity standards of best practice for healthcare simulation. In this paper, we compare the interactive video simulation to the current practice of watching non-interactive video of a simulation using the same content. We found that interactivity promotes higher order learning, increases teamwork and enhances the perception of authenticity. Additionally, the majority of participants demonstrated positive reception of the interactive simulation. The simulation software provides the safety desired of a remote simulation during the pandemic while also engaging students in interactive learning experiences.
Laura Gonzalez, Salam Daher, Dahlia Musa, Heidi Penny
Interactive Video Simulation: A Remote Solution Conference
International Nursing Association for Clinical Simulation and Learning (INACSL), 2021.
Links | BibTeX | Tags: 2021, Dahila Musa, Heidi Penny, Laura Gonzalez, rivs, Salam Daher
@conference{gonzalez2021interactive,
title = {Interactive Video Simulation: A Remote Solution},
author = {Laura Gonzalez and Salam Daher and Dahlia Musa and Heidi Penny},
url = {https://drive.google.com/file/d/1kcS6uN4_x8XxGRsj5R8ffgTvAUByd_xM/view?usp=share_link},
year = {2021},
date = {2021-06-01},
urldate = {2021-06-01},
booktitle = {International Nursing Association for Clinical Simulation and Learning (INACSL)},
keywords = {2021, Dahila Musa, Heidi Penny, Laura Gonzalez, rivs, Salam Daher},
pubstate = {published},
tppubtype = {conference}
}
2020
Salam Daher, Laura Gonzalez, Gregory Welch, Jacob Stuart
Workshop on Collaborations with Domain Experts for Virtual Agent Research (CoVAR) Conference
ACM Intelligent Virtual Agent, Glasgow, UK (Virtual), 2020.
BibTeX | Tags: Gregory F Welch, Jacob Stuart, Laura Gonzalez, Salam Daher
@conference{daher2020workshop,
title = {Workshop on Collaborations with Domain Experts for Virtual Agent Research (CoVAR)},
author = {Salam Daher and Laura Gonzalez and Gregory Welch and Jacob Stuart},
year = {2020},
date = {2020-10-01},
urldate = {2020-10-01},
booktitle = {ACM Intelligent Virtual Agent},
address = {Glasgow, UK (Virtual)},
keywords = {Gregory F Welch, Jacob Stuart, Laura Gonzalez, Salam Daher},
pubstate = {published},
tppubtype = {conference}
}
Salam Daher, Laura Gonzalez
Collaborations with Nursing Experts for Virtual Agent Research Conference
ACM Intelligent Virtual Agent, Glasgow, UK Virtual, 2020.
Links | BibTeX | Tags: 2020, Laura Gonzalez, Salam Daher
@conference{daher2020collaborations,
title = {Collaborations with Nursing Experts for Virtual Agent Research},
author = {Salam Daher and Laura Gonzalez},
url = {PDF available upon request.},
year = {2020},
date = {2020-10-01},
booktitle = {ACM Intelligent Virtual Agent},
address = {Glasgow, UK Virtual},
keywords = {2020, Laura Gonzalez, Salam Daher},
pubstate = {published},
tppubtype = {conference}
}
Salam Daher, Jason Hochreiter, Ryan Schubert, Laura Gonzalez, Juan Cendan, Mindi Anderson, Desiree Diaz, Gregory Welch
Physical-Virtual Patient: A new patient simulator Journal Article
In: Society of Simulation in Healthcare Journal, vol. 15, iss. 2, pp. 115-121, 2020.
Abstract | Links | BibTeX | Tags: 2020, Desiree Diaz, development, evaluation, Gregory F Welch, Jason Hochreiter, Juan Cendan, Laura Gonzalez, Mindi Anderson, pediatric patient simulation, physical-virtual patient simulator, pilot study, pvp, Ryan Schubert, Salam Daher, sepsis
@article{daher2020physical,
title = {Physical-Virtual Patient: A new patient simulator},
author = {Salam Daher and Jason Hochreiter and Ryan Schubert and Laura Gonzalez and Juan Cendan and Mindi Anderson and Desiree Diaz and Gregory Welch },
url = {https://journals.lww.com/simulationinhealthcare/fulltext/2020/04000/the_physical_virtual_patient_simulator__a_physical.9.aspx},
doi = {10.1097/SIH.0000000000000409},
year = {2020},
date = {2020-04-01},
urldate = {2020-04-01},
journal = {Society of Simulation in Healthcare Journal},
volume = {15},
issue = {2},
pages = {115-121},
abstract = {Introduction: We introduce a new type of patient simulator referred to as the Physical-Virtual Patient Simulator (PVPS). The PVPS combines the tangible characteristics of a human-shaped physical form with the flexibility and richness of a virtual patient. The PVPS can exhibit a range of multisensory cues, including visual cues (eg, capillary refill, facial expressions, appearance changes), auditory cues (eg, verbal responses, heart sounds), and tactile cues (eg, localized temperature, pulse).
Methods: We describe the implementation of the technology, technical testing with healthcare experts, and an institutional review board–approved pilot experiment involving 22 nurse practitioner students interacting with a simulated child in 2 scenarios: sepsis and child abuse. The nurse practitioners were asked qualitative questions about ease of use and the cues they noticed.
Results: Participants found it easy to interact with the PVPS and had mixed but encouraging responses regarding realism. In the sepsis scenario, participants reported the following cues leading to their diagnoses: temperature, voice, mottled skin, attitude and facial expressions, breathing and cough, vitals and oxygen saturation, and appearance of the mouth and tongue. For the child abuse scenario, they reported the skin appearance on the arms and abdomen, perceived attitude, facial expressions, and inconsistent stories.
Conclusions: We are encouraged by the initial results and user feedback regarding the perceived realism of visual (eg, mottling), audio (eg, breathing sounds), and tactile (eg, temperature) cues displayed by the PVPS, and ease of interaction with the simulator.(Sim Healthcare 15:115–121, 2020)},
keywords = {2020, Desiree Diaz, development, evaluation, Gregory F Welch, Jason Hochreiter, Juan Cendan, Laura Gonzalez, Mindi Anderson, pediatric patient simulation, physical-virtual patient simulator, pilot study, pvp, Ryan Schubert, Salam Daher, sepsis},
pubstate = {published},
tppubtype = {article}
}
Introduction: We introduce a new type of patient simulator referred to as the Physical-Virtual Patient Simulator (PVPS). The PVPS combines the tangible characteristics of a human-shaped physical form with the flexibility and richness of a virtual patient. The PVPS can exhibit a range of multisensory cues, including visual cues (eg, capillary refill, facial expressions, appearance changes), auditory cues (eg, verbal responses, heart sounds), and tactile cues (eg, localized temperature, pulse).
Methods: We describe the implementation of the technology, technical testing with healthcare experts, and an institutional review board–approved pilot experiment involving 22 nurse practitioner students interacting with a simulated child in 2 scenarios: sepsis and child abuse. The nurse practitioners were asked qualitative questions about ease of use and the cues they noticed.
Results: Participants found it easy to interact with the PVPS and had mixed but encouraging responses regarding realism. In the sepsis scenario, participants reported the following cues leading to their diagnoses: temperature, voice, mottled skin, attitude and facial expressions, breathing and cough, vitals and oxygen saturation, and appearance of the mouth and tongue. For the child abuse scenario, they reported the skin appearance on the arms and abdomen, perceived attitude, facial expressions, and inconsistent stories.
Conclusions: We are encouraged by the initial results and user feedback regarding the perceived realism of visual (eg, mottling), audio (eg, breathing sounds), and tactile (eg, temperature) cues displayed by the PVPS, and ease of interaction with the simulator.(Sim Healthcare 15:115–121, 2020)
Methods: We describe the implementation of the technology, technical testing with healthcare experts, and an institutional review board–approved pilot experiment involving 22 nurse practitioner students interacting with a simulated child in 2 scenarios: sepsis and child abuse. The nurse practitioners were asked qualitative questions about ease of use and the cues they noticed.
Results: Participants found it easy to interact with the PVPS and had mixed but encouraging responses regarding realism. In the sepsis scenario, participants reported the following cues leading to their diagnoses: temperature, voice, mottled skin, attitude and facial expressions, breathing and cough, vitals and oxygen saturation, and appearance of the mouth and tongue. For the child abuse scenario, they reported the skin appearance on the arms and abdomen, perceived attitude, facial expressions, and inconsistent stories.
Conclusions: We are encouraged by the initial results and user feedback regarding the perceived realism of visual (eg, mottling), audio (eg, breathing sounds), and tactile (eg, temperature) cues displayed by the PVPS, and ease of interaction with the simulator.(Sim Healthcare 15:115–121, 2020)
2019
Laura Gonzalez, Salam Daher, Gregory Welch
Vera Real: Stroke assessment using a Physical Virtual Patient (PVP) Conference
INACSL, Phoenix, AZ, 2019.
Links | BibTeX | Tags: 2019, Gregory F Welch, Laura Gonzalez, Salam Daher
@conference{gonzalez2019vera,
title = {Vera Real: Stroke assessment using a Physical Virtual Patient (PVP)},
author = {Laura Gonzalez and Salam Daher and Gregory Welch},
url = {PDF available upon request.},
year = {2019},
date = {2019-06-01},
booktitle = {INACSL},
address = {Phoenix, AZ},
keywords = {2019, Gregory F Welch, Laura Gonzalez, Salam Daher},
pubstate = {published},
tppubtype = {conference}
}
Salam Daher, Jason Hochreiter, Ryan Schubert, Gerd Bruder, Laura Gonzalez, Juan Cendan, Mindi Anderson, Desiree Diaz, Gregory Welch
Matching vs. Non-Matching Visuals and Shape for Embodied Virtual Healthcare Agents Conference
IEEE Virtual Reality, Osaka, Japan, 2019, ISBN: 978-1-7281-1377-7.
Abstract | Links | BibTeX | Tags: 2019, Desiree Diaz, Gerd Bruder, Gregory F Welch, Jason Hochreiter, Juan Cendan, Laura Gonzalez, Mindi Anderson, pvp, Ryan Schubert, Salam Daher
@conference{daher2019matching,
title = {Matching vs. Non-Matching Visuals and Shape for Embodied Virtual Healthcare Agents},
author = {Salam Daher and Jason Hochreiter and Ryan Schubert and Gerd Bruder and Laura Gonzalez and Juan Cendan and Mindi Anderson and Desiree Diaz and Gregory Welch},
url = {https://ieeexplore.ieee.org/document/8797814},
doi = {10.1109/VR.2019.8797814},
isbn = { 978-1-7281-1377-7},
year = {2019},
date = {2019-03-23},
urldate = {2019-03-23},
booktitle = {IEEE Virtual Reality},
pages = {886-887},
address = {Osaka, Japan},
abstract = {Embodied virtual agents serving as patient simulators are widely used in medical training scenarios, ranging from physical patients to virtual patients presented via virtual and augmented reality technologies. Physical-virtual patients are a hybrid solution that combines the benefits of dynamic visuals integrated into a human-shaped physical form that can also present other cues, such as pulse, breathing sounds, and temperature. Sometimes in simulation the visuals and shape do not match. We carried out a human-participant study employing graduate nursing students in pediatric patient simulations comprising conditions associated with matching/non-matching of the visuals and shape.},
keywords = {2019, Desiree Diaz, Gerd Bruder, Gregory F Welch, Jason Hochreiter, Juan Cendan, Laura Gonzalez, Mindi Anderson, pvp, Ryan Schubert, Salam Daher},
pubstate = {published},
tppubtype = {conference}
}
Embodied virtual agents serving as patient simulators are widely used in medical training scenarios, ranging from physical patients to virtual patients presented via virtual and augmented reality technologies. Physical-virtual patients are a hybrid solution that combines the benefits of dynamic visuals integrated into a human-shaped physical form that can also present other cues, such as pulse, breathing sounds, and temperature. Sometimes in simulation the visuals and shape do not match. We carried out a human-participant study employing graduate nursing students in pediatric patient simulations comprising conditions associated with matching/non-matching of the visuals and shape.
2018
Salam Daher, Laura Gonzalez, Jason Hochreiter, Nahal Norouzi, Gerd Bruder, Gregory Welch
Touch-Aware Intelligent Physical-Virtual Agents for Healthcare Simulation Conference
ACM Intelligent Virtual Agents, Sydney, Australia, 2018.
Abstract | Links | BibTeX | Tags: 2018, Gerd Bruder, Gregory F Welch, Jason Hochreiter, Laura Gonzalez, Nahal Norouzi, neurological assessment, patient simulator, physical-virtual agents, pvp, Salam Daher
@conference{daher2018physical,
title = {Touch-Aware Intelligent Physical-Virtual Agents for Healthcare Simulation},
author = {Salam Daher and Laura Gonzalez and Jason Hochreiter and Nahal Norouzi and Gerd Bruder and Gregory Welch},
url = {https://dl.acm.org/doi/abs/10.1145/3267851.3267876},
doi = {10.1145/3267851.3267876},
year = {2018},
date = {2018-11-05},
urldate = {2018-11-05},
booktitle = {ACM Intelligent Virtual Agents},
pages = {99-106},
address = {Sydney, Australia},
abstract = {Conventional Intelligent Virtual Agents (IVAs) focus primarily on the visual and auditory channels for both the agent and the interacting human: the agent displays a visual appearance and speech as output, while processing the human's verbal and non-verbal behavior as input. However, some interactions, particularly those between a patient and healthcare provider, inherently include tactile components. We introduce an Intelligent Physical-Virtual Agent (IPVA) head that occupies an appropriate physical volume; can be touched; and via human-in-the-loop control can change appearance, listen, speak, and react physiologically in response to human behavior. Compared to a traditional IVA, it provides a physical affordance, allowing for more realistic and compelling human-agent interactions. In a user study focusing on the neurological assessment of a simulated patient showing stroke symptoms, we compared the IPVA head with a high-fidelity touch-aware mannequin that has a static appearance. Various measures of the human subjects indicated greater attention, affinity for, and presence with the IPVA patient, all factors that can improve healthcare training.},
keywords = {2018, Gerd Bruder, Gregory F Welch, Jason Hochreiter, Laura Gonzalez, Nahal Norouzi, neurological assessment, patient simulator, physical-virtual agents, pvp, Salam Daher},
pubstate = {published},
tppubtype = {conference}
}
Conventional Intelligent Virtual Agents (IVAs) focus primarily on the visual and auditory channels for both the agent and the interacting human: the agent displays a visual appearance and speech as output, while processing the human's verbal and non-verbal behavior as input. However, some interactions, particularly those between a patient and healthcare provider, inherently include tactile components. We introduce an Intelligent Physical-Virtual Agent (IPVA) head that occupies an appropriate physical volume; can be touched; and via human-in-the-loop control can change appearance, listen, speak, and react physiologically in response to human behavior. Compared to a traditional IVA, it provides a physical affordance, allowing for more realistic and compelling human-agent interactions. In a user study focusing on the neurological assessment of a simulated patient showing stroke symptoms, we compared the IPVA head with a high-fidelity touch-aware mannequin that has a static appearance. Various measures of the human subjects indicated greater attention, affinity for, and presence with the IPVA patient, all factors that can improve healthcare training.
2017
Salam Daher, Laura Gonzalez, Gregory Welch
Physical-Virtual Patient Head Miscellaneous
2017.
Links | BibTeX | Tags: 2017, Gregory F Welch, Laura Gonzalez, Salam Daher
@misc{daher2017physical,
title = {Physical-Virtual Patient Head},
author = {Salam Daher and Laura Gonzalez and Gregory Welch},
url = {PDF available upon request.},
year = {2017},
date = {2017-09-01},
urldate = {2017-09-01},
journal = {Florida Nurses Association},
keywords = {2017, Gregory F Welch, Laura Gonzalez, Salam Daher},
pubstate = {published},
tppubtype = {misc}
}
2016
Jason Hochreiter, Salam Daher, Arjun Nagendran, Laura Gonzalez, Gregory Welch
Optical Touch Sensing on Non-Parametric Rear-Projection Surfaces for Interactive Physical-Virtual Experiences Journal Article
In: Presence Journal, 2016.
BibTeX | Tags: 2016, Arjun Nagendran, Gregory F Welch, Jason Hochreiter, Laura Gonzalez, pvp, Salam Daher
@article{hochreiter2016optical,
title = {Optical Touch Sensing on Non-Parametric Rear-Projection Surfaces for Interactive Physical-Virtual Experiences},
author = {Jason Hochreiter and Salam Daher and Arjun Nagendran and Laura Gonzalez and Gregory Welch},
year = {2016},
date = {2016-07-01},
urldate = {2016-07-01},
journal = {Presence Journal},
keywords = {2016, Arjun Nagendran, Gregory F Welch, Jason Hochreiter, Laura Gonzalez, pvp, Salam Daher},
pubstate = {published},
tppubtype = {article}
}
Laura Gonzalez, Gregory Welch, Salam Daher
BSN Assessment of Discrete Neurology Symptoms Using an Interactive Physical Virtual Head Conference
INACSL, Grapevine, TX, 2016.
BibTeX | Tags: 2016, Gregory F Welch, Laura Gonzalez, Salam Daher
@conference{gonzalez2016bsn,
title = {BSN Assessment of Discrete Neurology Symptoms Using an Interactive Physical Virtual Head},
author = {Laura Gonzalez and Gregory Welch and Salam Daher},
year = {2016},
date = {2016-06-01},
urldate = {2016-06-01},
booktitle = {INACSL},
address = {Grapevine, TX},
keywords = {2016, Gregory F Welch, Laura Gonzalez, Salam Daher},
pubstate = {published},
tppubtype = {conference}
}
Salam Daher, Laura Gonzalez, Gregory Welch
Preliminary Assessment of Neurologic Symptomatology Using an Interactive Physical-Virtual Head with Touch. Conference
International Meeting for Simulation in Healthcare, San Diego, CA, 2016.
BibTeX | Tags: 2016, Gregory F Welch, Laura Gonzalez, Salam Daher
@conference{daher2016preliminary,
title = {Preliminary Assessment of Neurologic Symptomatology Using an Interactive Physical-Virtual Head with Touch.},
author = {Salam Daher and Laura Gonzalez and Gregory Welch},
year = {2016},
date = {2016-01-01},
urldate = {2016-01-01},
booktitle = {International Meeting for Simulation in Healthcare},
address = {San Diego, CA},
keywords = {2016, Gregory F Welch, Laura Gonzalez, Salam Daher},
pubstate = {published},
tppubtype = {conference}
}
2015
Jason Hochreiter, Salam Daher, Arjun Nagendran, Laura Gonzalez, Gregory Welch
Touch sensing on non-parametric rear-projection surfaces: A physical-virtual head for hands-on healthcare training. Conference
IEEE Virtual Reality 2015, Arles, France, 2015.
BibTeX | Tags: 2015, Arjun Nagendran, Gregory F Welch, Jason Hochreiter, Laura Gonzalez, Salam Daher
@conference{hochreiter2015touch,
title = {Touch sensing on non-parametric rear-projection surfaces: A physical-virtual head for hands-on healthcare training.},
author = {Jason Hochreiter and Salam Daher and Arjun Nagendran and Laura Gonzalez and Gregory Welch},
year = {2015},
date = {2015-03-01},
urldate = {2015-03-01},
booktitle = {IEEE Virtual Reality 2015},
address = {Arles, France},
keywords = {2015, Arjun Nagendran, Gregory F Welch, Jason Hochreiter, Laura Gonzalez, Salam Daher},
pubstate = {published},
tppubtype = {conference}
}