Health Sciences and Practice & Medicine Dentistry and Veterinary Medicine Higher Education Academy Subject Centres

1. Health Sciences and Practice &Medicine Dentistry and Veterinary MedicineHigher Education Academy Subject Centres eLearning in Health 2011 conference collaboration, sharing and sustainability in the current environment “Enhancing the Paramedic student learning experience through the use of innovative interactive virtual simulation at the University of Hertfordshire” The use of virtual clinical simulation as a teaching tool Paul T. Power University of Hertfordshire

2. Intended Learning Outcomes Gain some understanding of the processes required for setting up a virtual simulation scenario Awareness of the learning outcomes and benefits gained by the students Overview of some of the software options available Introduction to some of the pitfalls and challenges of using virtual reality (VR) simulation

3. Common ground? • Understanding of technical terms • High fidelity simulation • Virtual reality • Second Life • 3D visuals: Creating an environment Modelling/Rigging/Rendering Lighting etc Collision features First & third person view

4. The project: What we did and why we did it What we did and why we did it

5. Key areas for the student learning experience 5 • Developing scene and patient management • Communication skills development • Team working (introduction to Crew Resource Management) • Critical thinking and decision making • Peer review and reflection

7. Crew Resource ManagementCommunication, who’s in charge, dealing with stress situations...

8. The set up 4 • Story board • Unity programming • Inter-disciplinary collaboration • (Shock horror !) Change to Second Life

9. Specific hoped for outcomes 4 • To enhance the student learning experience through the use of innovative virtual simulation • To expand the students’ range of clinically orientated cognitive skills • To develop reflective practice and peer review. • To develop novel learning resources to complement current learning strategies, such as real-life simulation, skills training and professional development

10. UNITY

11. UNITY

12. Evaluation of the work • Linking the simulation to expected outcomes • Lets view one of the simulations!

13. Video clip (WMV, 189MB)

14. Challenges Positives Simulations difficult to do in real life in VR possible Sky’s the limit A useful learning experience High quality and great student experience? Ideal for collaboration • Labour intensive • Cost effective? • Pre-scepticism from some users

15. References Alinier, G. (2007). Opening of an Enhancing Trainees’ Learning Experiences through the Advanced Multiprofessional Simulation Training Facility at the University of Hertfordshire. British Journal of Anaesthetic & Recovery Nursing Vol. 8(2), 22–27 Beaty, L. (2007). Supporting learning from experience. In H. Fry, S. Ketteridge, & S. Marshal (Eds.). A handbook for teaching and learning in higher education (3rd ed.) (pp134-137). London: Rutledge Falmer Brannan, J.D., White, A., Bezanson, J.L. (2008) Simulator effects on cognitive skills and confidence levels. Journal of Nurse Education. 47(11) 495-900 Cioffi, J. (2001). Clinical Simulation: development and validation. Nurse Education Today 21, 47-486 Gregory, P. &Murcell, I. (2010) Manual of clinical paramedic procedures. Chichester: John Wiley and Sons Ltd Helmreich, R.L., Merritt A. C., Wilhelm J. A. (1999). The Evolution of Crew Resource Management Training in Commercial Aviation. The International Journal of Aviation Psychology.9 (1), 19 – 32. Pilbury, R. (2008). Critical thinking and decision making. In Pollak, A.N. Fellows, B. & Woolcock, M. (Eds.), Nancy Caroline’s emergency care in the streets (6thed).(section15.3).London: Jones and Bartlett Publishers. Ziv, A., Small, S.D., Wolpe, P. R. (2000). Patient safety and simulation based medical training. Medical Teacher. 9 (5) pp489-495