Robert Kleinert1, Nadine Heiermann2, Roger Wahba2, De-Huan Chang3, Arnulf H Hölscher2, Dirk L Stippel2. 1. Department of General, Visceral and Cancer Surgery of the University of Cologne, Center of Integrated Oncology of the University of Cologne, Transplant Center Cologne, Cologne, Germany. Electronic address: robert.kleinert@uk-koeln.de. 2. Department of General, Visceral and Cancer Surgery of the University of Cologne, Center of Integrated Oncology of the University of Cologne, Transplant Center Cologne, Cologne, Germany. 3. Department of General, Visceral and Cancer Surgery of the University of Cologne, Center of Integrated Oncology of the University of Cologne, Transplant Center Cologne, Cologne, Germany; Department of Radiology, University of Cologne, Transplant Center Cologne, Cologne, Germany.
Abstract
BACKGROUND: Immersive patient simulators (IPS) allow an illusionary immersion into a synthetic world where the user can freely navigate through a 3-dimensional environment similar to computer games. Playful learning with IPS allows internalization of medical workflows without harming real patients. Ideally, IPS show high student acceptance and can have positive effect on knowledge gain. Development of IPS with high technical quality is resource intensive. Therefore most of the "high-fidelity" IPS are commercially driven. Usage of IPS in the daily curriculum is still rare. There is no academic-driven simulator that is freely accessible to every student and combines high immersion grade with a profound amount of medical content. AIM: Therefore it was our aim to develop an academic-driven IPS prototype that is free to use and combines a high immersion grade with profound medical content. In addition, a first validation of the prototype was conducted. METHODS: The conceptual design included definition of the following parameters: amount of curricular content, grade of technical quality, availability, and level of validation. A preliminary validation was done with 25 students. Students' opinion about acceptance was evaluated by a Likert-scale questionnaire. Effect on knowledge gain was determined by testing concordance and predictive validity. RESULTS: A custom-made simulator prototype (Artificial learning interface for clinical education [ALICE]) displays a virtual clinic environment that can be explored from a first-person view similar to a video game. By controlling an avatar, the user navigates through the environment, is able to treat virtual patients, and faces the consequence of different decisions. ALICE showed high students' acceptance. There was positive correlation for concordance validity and predictive validity. Simulator usage had positive effect on reproduction of trained content and declarative knowledge. CONCLUSIONS: We successfully developed a university-based, IPS prototype (ALICE) with profound medical content. ALICE is a nonprofit simulator, easy to use, and showed high students' acceptance; thus it potentially provides an additional tool for supporting student teaching in the daily clinical curriculum.
BACKGROUND: Immersive patient simulators (IPS) allow an illusionary immersion into a synthetic world where the user can freely navigate through a 3-dimensional environment similar to computer games. Playful learning with IPS allows internalization of medical workflows without harming real patients. Ideally, IPS show high student acceptance and can have positive effect on knowledge gain. Development of IPS with high technical quality is resource intensive. Therefore most of the "high-fidelity" IPS are commercially driven. Usage of IPS in the daily curriculum is still rare. There is no academic-driven simulator that is freely accessible to every student and combines high immersion grade with a profound amount of medical content. AIM: Therefore it was our aim to develop an academic-driven IPS prototype that is free to use and combines a high immersion grade with profound medical content. In addition, a first validation of the prototype was conducted. METHODS: The conceptual design included definition of the following parameters: amount of curricular content, grade of technical quality, availability, and level of validation. A preliminary validation was done with 25 students. Students' opinion about acceptance was evaluated by a Likert-scale questionnaire. Effect on knowledge gain was determined by testing concordance and predictive validity. RESULTS: A custom-made simulator prototype (Artificial learning interface for clinical education [ALICE]) displays a virtual clinic environment that can be explored from a first-person view similar to a video game. By controlling an avatar, the user navigates through the environment, is able to treat virtual patients, and faces the consequence of different decisions. ALICE showed high students' acceptance. There was positive correlation for concordance validity and predictive validity. Simulator usage had positive effect on reproduction of trained content and declarative knowledge. CONCLUSIONS: We successfully developed a university-based, IPS prototype (ALICE) with profound medical content. ALICE is a nonprofit simulator, easy to use, and showed high students' acceptance; thus it potentially provides an additional tool for supporting student teaching in the daily clinical curriculum.
Authors: Olivier Courteille; Madelen Fahlstedt; Johnson Ho; Leif Hedman; Uno Fors; Hans von Holst; Li Felländer-Tsai; Hans Möller Journal: Int J Med Educ Date: 2018-03-28
Authors: Seung-Hun Chon; Sabrina Hilgers; Ferdinand Timmermann; Thomas Dratsch; Patrick Sven Plum; Felix Berlth; Rabi Datta; Hakan Alakus; Hans Anton Schlößer; Christoph Schramm; Daniel Pinto Dos Santos; Christiane Bruns; Robert Kleinert Journal: JMIR Serious Games Date: 2018-07-04 Impact factor: 4.143
Authors: Seung-Hun Chon; Ferdinand Timmermann; Thomas Dratsch; Nikolai Schuelper; Patrick Plum; Felix Berlth; Rabi Raj Datta; Christoph Schramm; Stefan Haneder; Martin Richard Späth; Martin Dübbers; Julia Kleinert; Tobias Raupach; Christiane Bruns; Robert Kleinert Journal: JMIR Serious Games Date: 2019-03-05 Impact factor: 4.143
Authors: Robert Kleinert; Nadine Heiermann; Patrick Sven Plum; Roger Wahba; De-Hua Chang; Martin Maus; Seung-Hun Chon; Arnulf H Hoelscher; Dirk Ludger Stippel Journal: J Med Internet Res Date: 2015-11-17 Impact factor: 5.428