Paramedic 360-degree virtual reality is a new area of interest that I am currently involved with. Whilst virtual reality is not a new phenomenon, its use and application is still being fully explored. For this reason, we are currently in the process of researching the utility and experience of using a 360-degree image as part of a scene analysis for Paramedics. This forms the first step in what we hope to be a long term project that we hope will not only provide an authentic experience to Paramedic practice but also one that enhances the critical analysis for the novice student practitioner.
Stu Cookie and I decided to research the initial scene orientation by providing a 60 second 360-degree image with hidden hotspots within the Seekbeak online platform. The idea is to investigate if qualification, experience or prior 360-degree use influences the amount of information thought to be of importance…
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Today we explored adding biometric feedback to user pre and post survey feedback as well as VR scene hotspot identification data to analysis the impact of VR scenes on paramedic student learning. The project has lots of potential, and this is our second prototype design as part of our design based research project #mesh360. Great work by the team: @drivercook @aiello_stephen @_dhristie @caguayo and the #erlab from Chile http://embodiedreports.com
#mesh360 Interdisciplinary handover project progress
With a shared interest in applying virtual environments in healthcare education delivery, representatives from CfLAT, Paramedicine, Nursing and Physiotherapy have begun collaboration in developing an interprofessional scenario. The most obvious place where these professions inter-lap is during a handover.
The development of the scenario will (hopefully) serve multiple purposes:
- Get Together. While we talk (at length, some times) about developing interprofessional education, the practicality of progressing this can be met with some resistance. For some- it’s easier to do it alone to progress individual ideas by excluding consultation with others. Fortunately, this is not the case for the group of people above, who ultimately see the students and professions only benefit in us prioritising and ensuring the best result with the resources we have. It is not without other constraints, however- location (are spread across three campuses); timetable, student numbers, research pressures; annual leave…
- Conceptual to Curriculum Embedding…
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One way of creating and sharing authentic health education scenarios that the #Mesh360 team have been exploring is using the interactive 360 video App development tool WondaVR
- Example Deep Link to a rough demo created using some of the Paramedic 360 content: http://go.wondavr.com/3v5J/2CNWB8JfgD
- QR Code for Mobile
Believe it or not this is the future of AUT interdisciplinary healthcare. Don’t let the scrawl confuse you, this little idea has legs…….and arms……..and toes.
So the idea originates from the fact that we currently have hundreds of healthcare students taking core papers within the University, and whilst there are many reasons why a student will choose a particular discipline, there are perhaps many reasons why they do not know why they have chosen a discipline. By way of an example, a prospective undergraduate candidate was asked why he would like to be a Paramedic? he answered “because it looks cool on the TV and I like the uniform”.
So aside from those that are clearly misguided, ultimately, we do not know what we do not know. So for this reason Stu Cookie and myself are currently discussing an idea that may be helpful to our undergraduate students who take…
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All good ideas start as sketches on bar napkins – this one comes courteously of a discussion with @aiello_stephen brainstorming how to create an Interdisciplinary Health HUB – a showcase of what each of the 7 health disciplines do at AUT. We thought a custom install of WordPress would enable us to develop the HUB as a shared repository of resources from each of the 7 disciplines and linking to online scenarios such as the VR scenarios developed by Paramedicine, Physio and Nursing so far:
- Paramedicine: https://seekbeak.com/v/2lVjKrZzBby
- Nursing/ICU : https://seekbeak.com/v/VrNj7kVjJda
- Physiotherapy: https://seekbeak.com/v/GYbjNxLE1A7
Below is the initial brainstorm diagram – I’ll leave it to @stephenaiello to interpret his writing 🙂
In our MeshVr meeting yesterday we discussed interdisciplinary (health school) handover with the hope of developing a technology based continuum of care from Physiotherapy to Paramedic to Nurse. Great idea as more often than not each group works in isolation to each other with limited understanding of the skills, knowledge or benefits each group can offer. In reality, the clinical handover may be the only face to face professional contact each group has, therefore the development of an inter-school, inter-professional relationship outside of the occasional contact can only provide benefit and a greater understanding of each others ability.
So at the risk of sounding like a four year old, I have to admit that I am always in a rush to get things done. I was the child in the back of the car asking “are we there yet”? With this in mind, and on review of the project in hand, I could not help but feel that the key point of handover is the communication of pertinent clinical information from one health professional to another. Analysis and assimilation can then help to form subsequent treatment and management. I have to admit that for me this project did not meet my criteria, as I felt that the essence of the handover would be lost within the confines of technology. What I mean by this is that I didn’t understand what the benefit was of using a 360-degree image and a structured or expected series of questions. In my mind, the to-ing and fro-ing of information between the two health professionals relates to the crux of the concept. I wanted to get out of the car now as I didn’t understand how this would work. I kept thinking “are we there yet” ???
Well almost……. it was at this point that the voice of reason, the voice of experience, the voice of Thom announced the magic words “Scaffolding”. Scaffolding, of course was the key point missing in my point of view. What I had failed to realise is that not every student is equipped with the knowledge or understanding of what handover should be. More importantly, not all students will have the experience of how to structure a handover. So with the penny firmly dropped, I started to realise the project direction. I understood the importance of each groups interaction at its most basic level. I understood that if we can develop inter-professional, inter-disciplinary collegial working relationships, we can help to develop a profession, disciplined, health-care environment. In essence not just a handover but the basis of how to interact and how to communicate.
As mentioned previously, I am always in a rush to get things done. I enjoy the view from the top of the scaffold and I can be somewhat lazy and want to take the lift, but what I have to remember is that you cannot place your scaffold on unsteady ground and when you do start to build upwards, you have to do this with care and structure. When you are at the top of the scaffold the view is almost certainly fantastic and in addition to this view one can reflect on the knowledge and learning made. Most importantly, you can view the car that brought you to the base of the scaffold and see the journey made.
So are we there yet? Not quite! But we are in the car and I know the direction and how long it will take to get there.
Here is my take on how nursing could work in our interprofessional scenario. Thoughts everyone.
It would be nice to not need the patient and parent appearing individually in all places and somehow showing flow.