1.
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.
2.
Gonzalez, Laura; Daher, Salam; Welch, Gregory
Neurological Assessment Using a Physical-Virtual Patient (PVP). Journal Article
In: vol. 51, iss. 6, pp. 802-818, 2020.
@article{gonzalez2020neurological,
title = {Neurological Assessment Using a Physical-Virtual Patient (PVP).},
author = {Laura Gonzalez and Salam Daher and Gregory Welch},
url = {https://journals.sagepub.com/doi/pdf/10.1177/1046878120947462},
doi = {10.1177/1046878120947462},
year = {2020},
date = {2020-08-12},
urldate = {2020-08-12},
booktitle = {Simulation and Gaming},
volume = {51},
issue = {6},
pages = {802-818},
abstract = {Background. Simulation has revolutionized teaching and learning. However, traditional manikins are limited in their ability to exhibit emotions, movements, and interactive eye gaze. As a result, students struggle with immersion and may be unable to authentically relate to the patient. Intervention. We developed a new type of patient simulator called the Physical-Virtual Patients (PVP) which combines the physicality of manikins with the richness of dynamic visuals. The PVP uses spatial Augmented Reality to rear project dynamic imagery (e.g., facial expressions, ptosis, pupil reactions) on a semi-transparent physical shell. The shell occupies space and matches the dimensions of a human head. Methods. We compared two groups of third semester nursing students (N=59) from a baccalaureate program using a between-participant design, one group interacting with a traditional high-fidelity manikin versus a more realistic PVP head. The learners had to perform a neurological assessment. We measured authenticity, urgency, and learning. Results. Learners had a more realistic encounter with the PVP patient (p=0.046), they were more engaged with the PVP condition compared to the manikin in terms of authenticity of encounter and cognitive strategies. The PVP provoked a higher sense of urgency (p=0.002). There was increased learning for the PVP group compared to the manikin group on the pre and post-simulation scores (p=0.027). Conclusion. The realism of the visuals in the PVP increases authenticity and engagement which results in a greater sense of urgency and overall learning.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Background. Simulation has revolutionized teaching and learning. However, traditional manikins are limited in their ability to exhibit emotions, movements, and interactive eye gaze. As a result, students struggle with immersion and may be unable to authentically relate to the patient. Intervention. We developed a new type of patient simulator called the Physical-Virtual Patients (PVP) which combines the physicality of manikins with the richness of dynamic visuals. The PVP uses spatial Augmented Reality to rear project dynamic imagery (e.g., facial expressions, ptosis, pupil reactions) on a semi-transparent physical shell. The shell occupies space and matches the dimensions of a human head. Methods. We compared two groups of third semester nursing students (N=59) from a baccalaureate program using a between-participant design, one group interacting with a traditional high-fidelity manikin versus a more realistic PVP head. The learners had to perform a neurological assessment. We measured authenticity, urgency, and learning. Results. Learners had a more realistic encounter with the PVP patient (p=0.046), they were more engaged with the PVP condition compared to the manikin in terms of authenticity of encounter and cognitive strategies. The PVP provoked a higher sense of urgency (p=0.002). There was increased learning for the PVP group compared to the manikin group on the pre and post-simulation scores (p=0.027). Conclusion. The realism of the visuals in the PVP increases authenticity and engagement which results in a greater sense of urgency and overall learning.
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.
2020
Laura Gonzalez, Salam Daher, Gregory Welch
Neurological Assessment Using a Physical-Virtual Patient (PVP). Journal Article
In: vol. 51, iss. 6, pp. 802-818, 2020.
Abstract | Links | BibTeX | Tags: Authentic learning, dynamic visual, engagement, gaming, knowledge retention, pvp, simulation, virtual reality
@article{gonzalez2020neurological,
title = {Neurological Assessment Using a Physical-Virtual Patient (PVP).},
author = {Laura Gonzalez and Salam Daher and Gregory Welch},
url = {https://journals.sagepub.com/doi/pdf/10.1177/1046878120947462},
doi = {10.1177/1046878120947462},
year = {2020},
date = {2020-08-12},
urldate = {2020-08-12},
booktitle = {Simulation and Gaming},
volume = {51},
issue = {6},
pages = {802-818},
abstract = {Background. Simulation has revolutionized teaching and learning. However, traditional manikins are limited in their ability to exhibit emotions, movements, and interactive eye gaze. As a result, students struggle with immersion and may be unable to authentically relate to the patient. Intervention. We developed a new type of patient simulator called the Physical-Virtual Patients (PVP) which combines the physicality of manikins with the richness of dynamic visuals. The PVP uses spatial Augmented Reality to rear project dynamic imagery (e.g., facial expressions, ptosis, pupil reactions) on a semi-transparent physical shell. The shell occupies space and matches the dimensions of a human head. Methods. We compared two groups of third semester nursing students (N=59) from a baccalaureate program using a between-participant design, one group interacting with a traditional high-fidelity manikin versus a more realistic PVP head. The learners had to perform a neurological assessment. We measured authenticity, urgency, and learning. Results. Learners had a more realistic encounter with the PVP patient (p=0.046), they were more engaged with the PVP condition compared to the manikin in terms of authenticity of encounter and cognitive strategies. The PVP provoked a higher sense of urgency (p=0.002). There was increased learning for the PVP group compared to the manikin group on the pre and post-simulation scores (p=0.027). Conclusion. The realism of the visuals in the PVP increases authenticity and engagement which results in a greater sense of urgency and overall learning.},
keywords = {Authentic learning, dynamic visual, engagement, gaming, knowledge retention, pvp, simulation, virtual reality},
pubstate = {published},
tppubtype = {article}
}
Background. Simulation has revolutionized teaching and learning. However, traditional manikins are limited in their ability to exhibit emotions, movements, and interactive eye gaze. As a result, students struggle with immersion and may be unable to authentically relate to the patient. Intervention. We developed a new type of patient simulator called the Physical-Virtual Patients (PVP) which combines the physicality of manikins with the richness of dynamic visuals. The PVP uses spatial Augmented Reality to rear project dynamic imagery (e.g., facial expressions, ptosis, pupil reactions) on a semi-transparent physical shell. The shell occupies space and matches the dimensions of a human head. Methods. We compared two groups of third semester nursing students (N=59) from a baccalaureate program using a between-participant design, one group interacting with a traditional high-fidelity manikin versus a more realistic PVP head. The learners had to perform a neurological assessment. We measured authenticity, urgency, and learning. Results. Learners had a more realistic encounter with the PVP patient (p=0.046), they were more engaged with the PVP condition compared to the manikin in terms of authenticity of encounter and cognitive strategies. The PVP provoked a higher sense of urgency (p=0.002). There was increased learning for the PVP group compared to the manikin group on the pre and post-simulation scores (p=0.027). Conclusion. The realism of the visuals in the PVP increases authenticity and engagement which results in a greater sense of urgency and overall learning.