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Learning Technologies for the Digital Generation

Learning Technologies for the Digital Generation. Grand Challenges in Medical Education. Increasing education efficiency – New fields: genetics, informatics A torrent or flood of knowledge … while retaining humanistic values. Employing modern educational tools –

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Learning Technologies for the Digital Generation

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  1. Learning Technologies for the Digital Generation

  2. Grand Challenges in Medical Education • Increasing education efficiency – • New fields: genetics, informatics • A torrent or flood of knowledge • … while retaining humanistic values • Employing modern educational tools – • “Authentic” learning situations - • Virtual patients & Task simulations • Team based work - by simulating the work world • Developing metrics for teaching quality and learning outcome – • Embed assessment instrumentation within each lesson

  3. Human Patient Simulator: One-person exercisesin simulation centers

  4. More manikin-based learning: Multi-person exercises in a simulation center

  5. Videogame technology Online exercises One–, or Multiple ‘patients’ Real people log in and take roles Patient is a ‘robot’ that responds to commands Virtual Emergency Department -2004:Multi-person exercises in a virtual world

  6. Virtual Emergency Department • Users access ‘information’ and exercise ‘decisions’ through menu • Patient physiology is small set of rules • Interactive scenario is followed by debrief

  7. Virtual ED Simulator (n=16) pretest case4 training casesposttest case Human Patient Simulator “HPS” (n=14) pretest case4 training casesposttest case Emergency Dept. Team Training • Is the Virtual ED effective? • Is there a significant difference between the two methods? 30 medical students & interns

  8. HPS Group Virtual ED Group 50.00 40.00 30.00 20.00 10.00 0.00 Pretest Sum Scores Posttest Sum Scores Pretest Sum Scores Posttest Sum Scores Comparison of Pre & Post Mean Scores Mean Scores Pretest Sum Scores Posttest Sum Scores *Significant at p=0.000

  9. Nine interns did the ‘right Dx & Rx’, Average improvement between pre- and posttest was 23 % after practicing on four critically ill virtual patients . . . training in a Virtual World Pretest Sum Scores Posttest Sum Scores *Significant at p=0.000

  10. VirtualEnvironments . . . Mimic Real Places

  11. Creating 3D environments for learning, practicing, assessment

  12. Stanford Emergency Department PATIENT CARE with INDIVIDUAL CASUALTIES . . . training in a Virtual World

  13. Stanford Emergency Department PATIENT CARE IN MASS CASUALTY EVENTS, & AMID THE CHAOS

  14. What do EM–MDs and RNs think? . . . training in a Virtual World

  15. In conclusion • New educational tools are: • Immersive and interactive • Action oriented with role playing • Representing authentic work situations • Current learning technologies: • Virtual worlds parallel the real world • Afford practice with virtual-real patients – with physiology, at a low cost, anytime, anywhere • Allow ‘what-if?’ scenarios that prevent mistakes and improve safety in the real world

  16. Thank you, APAN ! • http://summit.stanford.edu/ • Wm. LeRoy Heinrichs Professor (Emeritus) of Ob/Gyn / SUMMIT • Colleagues at SUMMIT – Pat Youngblood Sean Kung, Robert Cheng, Kingsley Willis, Parvati Dev • Colleagues at Forterra Systems – Laura Kusumoto, Arnold Hendrick, Steve Hanstead

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