Redesigning Professional Education: Enhancing Practice Preparation Nigel Wynne - Senior Academic National Teaching Fellow Faculty of Health Birmingham City University
Learning, Teaching & Development Drivers • More balanced e-learning ecology • More situated learning experiences • More authentic scenario representation • More active, learner led and flexible learning • Enhanced preparation for employment • Accessible, scalable, updatable, flexible
Key Workforce Driver • Leitch Report (2006) • 70% of the 2020 workforce is already in the workforce today. • Imperative to find more creative ways to provide training to current employees if they are to continue to develop their skills and knowledge base.
Online Simulation and Immersive Education (OSIME) Research Group Remit: Develop and research scalable simulation tools that impact immediately on training and practice Online simulations, serious games, skills focussed learning objects & collaboration aware virtual worlds development 3D modelling, action scripting, illustration, software engineering, pedagogy and domain expertise
Valid & scalable online simulations Bespoke training solutions Used within NHS & HE Virtual World integration Over 30 simulations Evidence based Continuous development
Collaboration Aware Virtual Worlds • NHS & HEFCE COMSLIVE & inter-agency training projects • Extensible and secure server architecture Next Generation Skills Simulations • Online skills simulations • Performance & e-certification • Integration with VCC and Virtual Worlds
Virtual Case Creator 1.5
• VCC is software that supports the creation of interactive multi media case study simulations. • Built upon an SQL database with a Java middle tier and Adobe Flash interface. • Supports learning activities within “open ended” contexts.
Continence Care Case x 2
Examples of Existing VCC Scenarios and Design Characteristics
Demonstration
STUDENT EVALUATION Wow. Really cool. Showed it friends and family to show what good resources my uni A good tool to aid has. learning and simulate real life clients. Very useful resource. Helped that the link to lectures was so clear.
EVALUATION: Quantitative Results Students’ perceptions (1): – Purposive sample (32 students/36% of cohort) - questionnaire • 84%: the module was more interesting • 84%: module seemed more relevant • 78%: think hard about their learning • 75%: learned more independently • 71%: encouraged reflection • 66%: more enthusiastic • More than half: encouraged consistent study effort
Open Question: What has been good about using the Virtual Cases? It has motivated me Brings theory to Thinking in a to problem professional life, making solve. way. situations and scenarios more meaningful. Real life More realistic Innovative applicability, and fun than a interesting and managing a lecture. different. case load.
VCC 2.0 Preview • Replication of simulations • Cleaner interface • More flexible simulation design • Parameter feedback – Decisions explored – Resources explored – Correct decisions taken – Relative order of decisions taken
Next Generation Learning Objects o Xml supported o Extensible o Scalable o Integrate to VCC 2.0 o Supports skills rehearsal o Provide certification
Urinalysis Oxygen Administration Blood Transfusion Early Warning Scoring Systems
Communication Skills Learning in Immersive Virtual Environments Learning and Teaching Innovation Fund
Project Aim • To apply application rich 3D virtual worlds technology in order to enhance communications skills in health care students.
Problem being Addressed: Quality of Care within the Health Sector 'We became horrified by the standard of nursing' “NHS trust “Quality of inquiry patient care is top priority for NHS” chiefs resign” “Basic care “Failing hospital 'caused 'lacking' in deaths„” hospitals”
Communication Skills deficits: Leading contributor to patient death and illness
Wonderland value to student communication skills learning? • Provides a truly 3D immersive environment. – Space provides context. • Spatialised 3D Audio and Gesture control enables quality verbal and non verbal communication skills rehearsal • In-world Open Office and Shared Desktop App enables collaborative written tasks in context.
Cones of Silence • Cones of Silence ensure that conversations in-world can only be heard by those within the zone. • Role allocations to students within their groups if certain behaviours need to be modelled. • Opportunity to simulate confidential/sensitive conversations with simulated health care staff or relatives.
Shared Web Browser – perhaps the most exciting feature! • Fully functional in-world Firefox Browser • Synchronous access and control to www resources • Interactive web resources may be repurposed as collaborative, VoIP supported situated tools e.g. VCC and Shareville
Re-purposing Learning Objects
Telephony Integration Enables students to make referrals from in-world to real world. e.g. student assesses patient, makes decision to refer to medic, required to make call. doctor questions student decides whether to appear in world
Contact Nigel Wynne Head – Online Simulation and Immersive Education ( OSIME ) Research Group, National Teaching Fellow. Birmingham City University Faculty of Health, Centre for Health and Social Care Research Rm 458, Seacole Building, Westbourne Road, B15 3TN Nigel.wynne@bcu.ac.uk 0121 331 7172 mob: 0797 147 1626 Website: http://vccweb.health.bcu.ac.uk/
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