High School "First Responders" Practice in Virtual Worlds to ...

High School "First Responders" Practice in Virtual Worlds to ...

A 3D Virtual Hospital World using Multi-player Online Simulation (MOS) Wm. LeRoy Heinrichs, MD, PhD, Professor (Emeritus, Active) and Past Chair, Dept/ Ob/Gyn Associate Director, SUMMIT. Stanford University School of Medicine Stanford, CA Virtual Emergency Department A Virtual Patient with a Splinted Leg, and Pneumothorax, Vital signs deteriorate in 12-15min, requires immediate Rx Windows-based PC with graphics

card Connection to the Internet Mouse or Game Controller Headsets Six Avatars selected and operated by trainees (role-players) Why Videogame Technology? 1Virtual Environments are engaging you can

Go places youve never been Be a person youve never known Do things youve never done before thats why theyre FUN 2And they Afford situational learningbetter retention Teach what to do, and what NOT to do Prepare users for advanced, higher stakes, more costly simulations, or real experiences 3AND, our students are leading us there ED Multi-bay Treatment Room Photo-inspired Virtual 3D

Environment Adult ED at Stanford University Medical Center July 2006 ED Isolation Treatment Room Photo-inspired Virtual 3D Environment

Adult ED at Stanford University Medical Center July2006 2006 July Robotar programmed to die from asphyxia in 3-30min, depending on dose of nerve toxin sarin Nerve Gas Treatment

at Adult ED at Stanford University Medical Center Dec 2006 Virtual World for CPR Training Peninsula High School CA & Stockholm April 2006 Cognitive Skills of CPR

Guidelines for Healthcare Professionals: OLD method: Check carotid pulse during initial assessment NEW: Just . . Repeat Give 15 chest compressions. Do two rescue breaths Mr. Brooks, Are You OK?

QuickTime and and aa QuickTime Sorenson Video Video 33 decompressor decompressor Sorenson are needed needed to to see see this this picture. picture. are

August 2006 OLIVE: OnLine Interactive Virtual Environment Progress and Plans On-Line Interactive Virtual Environments: Downtown buildings & streets Peninsula City Emergency Department Stanford

High School Peninsula City & Stockholm Global Bank Peninsula City disaster training Whats needed All critical care facilities - ORs, ICUs, CCUs, DRs for adults and pediatrics . . . and Clinics, pharmacies, radiology, & administration, too An International, Multi-disciplinary Team [email protected] University School of Medicine:

Pat Youngblood, PhD (Ed), Director of Evaluation, SUMMIT Sakti Srivastava, MD, SUMMIT & Hand Surgery (New Delhi) Parvati Dev, PhD (EE), Director, SUMMIT, IRT Robert Cheng, MEng, Technical Support, SUMMIT KimMarie Hansen, MA., Teacher, Redwood High School [email protected] Institutet, Stockholm, Sweden: Li-Fellander Tsai, MD,PhD, Director, Simulation Center, Johan Creutzfield, MD, Anesthesiologist, Karl Stengard, PhD, Teacher, Huddinge Gymnasium & Umea University, Umea, Sweden: Leif Hedman, PhD, Dept. Psychology, [email protected] Systems, Inc., San Mateo, CA Laura Kusumoto, VP Forterra Studios

Arnold Hendrick, Senior Project Designer Partial funding by TATRC and WGLN Virtual 3D World Hospital Questions?? 1 How difficult is learning to navigate and role-play in a 3D World? Ans: Learning the interface functions for choosing desired actions and movements takes between 30min and an hour for first timers videogame players get-it faster; role-playing is an art akin to drama, verbal and gesturing skills are very helpful. 2 Whats the evidence that this learning technology works? Ans: Use in military & fire-fighter instruction has proven to be

life-saving. SUMMITs & Karolinskas formative research in Med-icine suggests that team training in a Virtual ED is as immersive & effective for learning as high-fidelity manikin scenarios. Interns diagnosed, treated and saved six robotars programmed to die. No intern had ever had this responsibility or experience before!

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