ALT Conference: Learning technology in health education

Person wearing virtual reality headset

This post focuses on sessions I saw where there was a link to Health Education. The last item on the 360° video is an idea I am very excited about.

Call the Midwife! Bridging the Islands of Midwifery and Law through Virtual and Physical Learning Spaces, University of Nottingham

Baby toes in blanketThe first session on Health education I want to cover is an initiative to teach law to trainee midwives in the 2nd year. It is important they understand the process they may need to engage with as part of them potentially attending a coroners court. This can be quite a dry subject to study so the problem was to try and make this more engaging. In addition they wanted to make it a meaningful experience for the students providing them with the knowledge, context and experience of this legal area.

This was done through an activity where they would look at the evidence provided in the court whilst acting as the jury to decide upon a verdict in the case. A series of videos were used to replicate the testimony of the various people in the case including family members, midwives and pathologis. they were also provided with a physical experience of this space in order to give them an idea of how this might feel. through this they were able to make a more in depth and critical judgement rather than a instinctive immediate reaction to the evidence presented.

Here at Derby we have used a similar approach in a number of subjects including nursing, mental health, social work

Making it real: Using interactive simulated patients for an online acute clinical oncology module in order to enhance the community of learning experience, University of Liverpool

CellThis session looked at the design of an online package to help train the team in A&E which deals with oncology emergencies, where patients are acutely unwell with cancer complications. This is a new and emerging service but that requires specialist training with every hospital requiring a team.

The package itself needed to provide a meaningful learning environment which was asynchronous and provide flexible access so health professionals can access the training when needed, working around shifts and other commitments. They used a case study to provide a close to life example where students could answer and discuss issues with others about this virtual case. it provided a safe space to make mistakes wit a number of patient pathways.

This package was created in Articulate Storyline using videos, images and content providing a game based learning approach with embedded Google forms to collect student data.

How did it make you feel? Using immersive 360 VR video to build empathy within clinical settings, University of Lincoln

Person wearing virtual reality headset

The final session focusing on health eductions was one which looked at the use of Virtual Reality (VR) in order to give students empathy by viewing their treatment whilst on a ward from a patients perspective.

I am generally skeptical about the use of VR as to create virtual scenarios which are truly immersive and realistic takes large quantities of money and resource which education does not have. there are also the logistical problems with trying to use this with large quantities of students as well as the some users finding this view making them feel unsteady and even sick through the different motions taken whilst wearing the headset.

However, the approach taken by Lincoln I could see was immediately scalable, affordable, could be used with a larger numbers of students and would get around the problems of dizziness. The scenario was to try and help nursing students to be able to understand the patients perspective trying to identify areas within the scenario which could be improved e.g. the nurse talking too loudly in an open ward about the patients care, the way they carry out a check up.

So what did they do? They created a 360° video which allowed the student to get a full perspective of what is going on around the patient rather than a view which is already dictated by a static camera. This was then delivered via headsets and utilising the students phones, with headphones in order to deliver the video on YouTube. The video was only a 1 minute and a half in order to keep the experience short and the student was sitting on a hospital bed in the simulation suite whilst watching the video to enable them to feel more immersive but also stable whilst looking around. This was delivered to 20 groups of 166 students where they then discussed what each had experienced in groups to identify key learners points.

The 360° video produced can be seen at 360 Patient experience.

The students really liked this experience and felt they were able to tap into their emotions and build on their empathy for patients. Lincoln are looking to extend this experience for their students hoping to create a patient journey from incident, admission, through treatment and to discharge.

This is something we can already do at the University and we would be very interested to hear from anyone who would like to give this a try. We have some key lessons we can learn from Lincoln which could help us such as making sure we:

  • Storyboard the clinical scenario
  • Get the right natural light all around
  • Think about the audio and ensure this sounds as it should from the different directions
  • Using the right browser on the student phones as Safari does not support 360
  • Putting goggles on fiddly so extend start
  • Provide alternative devices so students can view without headset if needed

For more information take a look at the presentation from the conference or the video created to give an overview of the approach and what the staff and students think.

My next post will be about the use of maps and student perspectives on interacting with lecture recordings.

Laura Hollinshead

Account enabled by ILM2007fp1 on 15/08/2011 15:45:25

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