Improvement of crisis exercise by the development of scenario design

2015 ◽  
pp. 203-210
Author(s):  
P Limousin ◽  
A Bony-Dandrieux ◽  
J Tixier ◽  
G Dusserre
Keyword(s):  
Scenario Design

scholarly journals MIXED REALITY IN MEDICAL SIMULATION: A COMPREHENSIVE DESIGN METHODOLOGY

2021 ◽  
Vol 1 ◽  
pp. 2107-2116
Author(s):  
Agnese Brunzini ◽  
Alessandra Papetti ◽  
Michele Germani ◽  
Erica Adrario
Keyword(s):  
Mixed Reality ◽  
Clinical Simulation ◽  
Simulation Performance ◽  
Prototype Development ◽  
Comprehensive Method ◽  
Scenario Design ◽  
Study Results ◽  
Microsoft Hololens ◽  
Real Practice ◽  
Complete Framework

AbstractIn the medical education field, the use of highly sophisticated simulators and extended reality (XR) simulations allow training complex procedures and acquiring new knowledge and attitudes. XR is considered useful for the enhancement of healthcare education; however, several issues need further research.The main aim of this study is to define a comprehensive method to design and optimize every kind of simulator and simulation, integrating all the relevant elements concerning the scenario design and prototype development.A complete framework for the design of any kind of advanced clinical simulation is proposed and it has been applied to realize a mixed reality (MR) prototype for the simulation of the rachicentesis. The purpose of the MR application is to immerse the trainee in a more realistic environment and to put him/her under pressure during the simulation, as in real practice.The application was tested with two different devices: the headset Vox Gear Plus for smartphone and the Microsoft Hololens. Eighteen students of the 6th year of Medicine and Surgery Course were enrolled in the study. Results show the comparison of user experience related to the two different devices and simulation performance using the Hololens.

scholarly journals ‘It is a different type of learning’. A survey-based study on how simulation educators see and construct observer roles

2020 ◽  
pp. bmjstel-2020-000634
Author(s):  
Stephanie O’Regan ◽  
Elizabeth Molloy ◽  
Leonie Watterson ◽  
Debra Nestel
Keyword(s):  
Learning Outcomes ◽  
Qualitative Data ◽  
Small Sample ◽  
Learning Objectives ◽  
Learning Spaces ◽  
Scenario Design ◽  
Hands On ◽  
Exploratory Survey ◽  
Chi Squared ◽  
Frequency Counts

BackgroundSimulation is reported as an appropriate replacement for a significant number of clinical hours in pregraduate programmes. To increase access for learners, educators have looked to understanding and improving learning in observer roles. Studies report equivalent learning outcomes and less stress in observer roles. However, reports on the prevalence, use and perceived value of observer roles from the educator’s perspective are lacking.MethodsAn exploratory survey for Australian and New Zealand (ANZ) simulation educators based on literature findings was developed and piloted with a small sample (n=10) of like subjects for language, clarity, skip logic and completion time. The final survey comprised 36 questions. Quantitative data were analysed using Pearson’s chi-squared test, Welch’s ANOVA and exploratory factor analysis. Select qualitative data were analysed using content analysis and summarised with frequency counts and categorisation.ResultsTwo hundred and sixty-seven surveys were completed, with 221 meeting criteria for analysis. The observer role is widely used in ANZ and most learners experience both hands-on and observer roles. The location of observers is dependent upon several factors including facility design, learner immersion, scenario design and observer involvement. Verbal briefings and/or other guides are provided to 89% of observers to direct their focus and 98% participate in the debrief. Educators value observer roles but tend to believe the best learning is hands-on.ConclusionsThe learning in observer roles is less valued by educators than hands-on roles. Focused observation provides opportunities for noticing and attributing meaning, an essential skill for clinical practice. Learning spaces require consideration of scenario design and learning objectives. Scenario design should include objectives for observer roles and incorporate the observer into all phases of simulation. Attention to these areas will help promote the value of the different type of learning available in observer roles.

USSDM – Urban Spatial Scenario Design Modelling

2015 ◽  
pp. 259-286 ◽  
Author(s):  
Andreas Printz ◽  
Hany Abo-El-Wafa ◽  
Katja Buchta ◽  
Stephan Pauleit
Keyword(s):  
Scenario Design
Sign in / Sign up

Export Citation Format

Share Document