Triangulating VR scene analysis with biometric feedback for the #mesh360 project #erlab

Exploring Educational Technology

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

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Interprofessional Project #1

#mesh360 Interdisciplinary handover project progress

Todd Stretton

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:

  1. 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…
  2. Conceptual to Curriculum Embedding

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#Mesh360 Exploring WondaVR

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

  • QR Code for Mobile
WondaVRParamedicineDemoQRCode
Thanks @drivercook @hdaveblog and @stephenaiello for the source material 🙂
I’m sure your WondaVR ‘Apps’ will be much better than my first attempt!
The ability to share WondaVR content via a deep link or QR Code makes it a much more viable option than it was in 2016 where content sharing was a much more manual package sync.

Is a cool uniform enough?

Stephen Aiello

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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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#Mesh360 brainstorming Interdisciplinary Health HUB with @aiello_stephen

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:

Below is the initial brainstorm diagram – I’ll leave it to @stephenaiello to interpret his writing 🙂

InterdisciplinaryHeathHUB

Are we there yet ??

scaffold

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.

 

#Mesh360 extends to inter-professional healthVR

Initially the project explored VR in Paramedicine Education – now we have extended the project to interface interprofossional health teams: Paramedicine, Nursing, and Physiotherapy. We are now exploring a conceptual framework to create virtual educational environments that simulate collaborative health team experiences. Building on our work of developing virtual environments for authentic Paramedicine education scenarios, we are extending the concept across the seven health disciplines at the university, beginning initially with a prototype involving three health discipline teams: Paramedicine, Nursing, and Physiotherapy. Using a design based research methodology we are developing prototypes of immersive simulated environments to simulate the real-world interaction between these three health teams for our students. We leverage a low cost mobile BYOD approach enabling rapid prototyping and development of these scenarios.

Prototype scenarios of each of the three clinical steps in patient care have been developed using Seekbeak to create mobile BYOD immersive virtual environments for the three student discipline groups to explore and experience the health teams with whom they will collaborate in real world situations.

We welcome @toddstretton and @Srgurr to the #Mesh360 project

#Mesh360 explores the cARdiac ECG app

The #Mesh360 team have been busy the first part of semester1 2017 testing and exploring a 3d simulation model developed by the team at Deakin Univerversity, the cARdiac ECG app – available on the iTunes Store at https://itunes.apple.com/au/app/cardiac-ecg/id1121962610?mt=8

We’ve had a video conference with the Deakin team, and previewed the App with Paramedic students.

We are also exploring the use of SeekBeak VR environments for polling/surveying students’ critical scene awareness