Rachel Ellawaye-Learning Manager. Learning Technology Section,College of Medicine and Veterinary care for. The University of Edinburgh. Edinburgh. Scotland. UKVirtual patients (VPs) have been used for many years. Paper-based cases and patients have been used for many years and certainly since the explosive growth of the web in the ‘90s the use of virtual patients has spread into many areas of healthcare delivery and education.
A virtual patient is a set of data that describes an individual as a patient. This may be data about a real patient a hypothecated patient or some combination of the two. The concept of virtuality is based on the patient being modeled in data rather than as an embodied entity. The concept of ‘virtual inspect’ is often interchangeable with that of virtual patient in healthcare although a inspect is in fact a slightly broader concept. One particular aspect therefore about cases is that they include the context of a scenario as well as its affect. There are many different ways that a virtual patient may be used in an educational setting. For dilate:
The role of the learner may take many forms with respect to the patient: the student may act the role of the physician the patient (or their family or friends) a third-party observer a tutor another participant in the healthcare process (care for dietician surgeon manager etc) or any other active or passive role in the scenario.
The learner may start from adjoin with a first patient presentation clerking their patient and building up the patient or inspect data from observations and interactions with the scenario or patient (blank mode).
The learner may view and evaluate or review an existing patient or scenario. For instance this may be as an example of good (or bad) patient management in a inspect conference (critique mode) or as a means to do skills such as diagnosis or prescription (rehearsal mode).
The learner may use a inspect or patient as a mechanism to communicate particular topics. For instance the patient may be a means to present scientific topics particular clinical skills or management issues. In this situation the case or patient is the secondary medium rather than the primary substance of the activity (context mode).
Webcast: Transforming Professional Healthcare Narratives into Structured Game-Informed-Learning ActivitiesInnovate-Live Webcasts offer an opportunity to synchronously interact with authors of selected articles.
The plan for September includes the Webcast Transforming Professional Healthcare Narratives into Structured Game-Informed-Learning Activities by Michael Begg. Rachel Ellaway. David Dewhurst and Hamish Macleod to be held on September 19. 2007 at 11:00 AM EDT. In the the authors argue that virtual patient simulations that make use of the motivational power of professional narrative can best create practice settings online. In so doing the authors showcase an online virtual simulation called Labyrinth. Narrative is an essential move of rendering a virtual patient activity meaningful and educationally effective. The goal is to sight a way of developing rich narratives for a be of virtual patients and instantiating them in the Labyrinth virtual patient authoring system. The Labyrinth SystemThe system was developed by the. It is an online activity modeling system that allows users to create interactive ‘game-informed’ educational activities such as virtual patients simulations games mazes and algorithms. It has been designed to be adaptable and simple to use while retaining a wealth of game-like features. Labyrinth-authored virtual patient cases incorporate elements of narrative and computer bet play into complex branching scenarios that furnish highly individualized experiences focused primarily on decision making skills and evaluation and synthesis of knowledge rather than the linear knowledge base enquiries typical of most virtual patient applications. Labyrinth authoring both by individuals collaborating clinicians and clinicians working closely with learning technologists is an effective way of “surfacing” tacit knowledge held by clinical practitioners that has been acquired then internalized – and consequently hidden - through undergo. The formalizing of this tacit knowledge allows it to become more immediately accessible as a learning opportunity and significantly suggests possible assessment avenues based on decision making skills and the synthesis and evaluation of knowledge; keystones of professional learn. If you desire to participate in the Webcasts please register at Technorati Tags:
Architect & Urban Studies - Business Administration Master - Going Global Business Strategist - Organization: FUTURE-MAKING SERIOUS GAMES Occupation: Future-World Thinking & Modeling - Passion: Exploring how entertainment and games can be used for building a better future - Credo: If we be to change the world the most powerful thing we can do is show how the future could be exceed
Forex Groups - Tips on Trading
Related article:
http://elianealhadeff.blogspot.com/2007/09/serious-games-modeling-virtual-patients.html
comments | Add comment | Report as Spam
|
