Figure 6 - uploaded by Christopher Stapleton
Content may be subject to copyright.
Similar publications
Citations
... The InterPLAY instructional theory advances experiential learning by addressing the role of human emotions and imagination during the learning process. More specifically, InterPLAY integrates the elements of three primary conventions of interactive entertainment (i.e., Story, Play and Game) with existing experiential learning principles to evoke emotions, spark imagination, and create engaging and memorable learning experiences (Hirumi, 2013a(Hirumi, , 2013bStapleton & Hirumi, 2014. ...
... Figure 9 illustrates how insights gained during the design of NERVE advanced the strategy. Prior to NERVE, InterPLA Y was conceived to facilitate the six events in a relatively linear fashion as illustrated in Figure 9A (Stapleton & Hirumi, 2014). Learners were first exposed to a story to capture their attention by answering the question, "Why should I care?" ...
Desde el siglo XIX la educación ha sido la base para que las personas creen una vida para ellas y sus familias, y se conviertan en ciudadanos activamente comprometidos con el Planeta. En la Nueva Era se da por sentado que los niños comienzan la escuela alrededor de los cinco años y pasan por no menos de 11 años de escolaridad obligatoria. Sin embargo, si bien el objetivo de la educación es preparar a los estudiantes para tener éxito en la vida como profesionales, y aunque el mundo en este siglo está pasando por cambios inimaginables hace apenas dos décadas, el sistema educativo todavía no se ha adaptado y la escuela sigue aplicando metodologías que funcionaban cuando los trabajos rutinarios tenían amplia demanda. Por eso, el compromiso de los autores en este libro es por un sistema de educación generalizado, que se innove y actualice de la mano con el crecimiento y la prosperidad del conocimiento y del desarrollo de la humanidad.
Systematic reviews and meta-analyses of randomized controlled studies conclude that virtual patient simulations (VPs) are consistently associated with higher learning outcomes compared to other educational methods, such as lectures, handouts, textbooks, and standardized patients (e.g., Consorti et al., Comput Educ 59(3):1001–1008, 2012; Cook and Triola Med Educ 43(4):303–311, 2009; McGaghie et al., Acad Med J Assoc Am Med Colleges 86(6):706, 2011). However, we cannot assume that students will learn by simply giving them access to the simulations. The instructional features that are integrated before, during, and after the simulations may affect student learning as much as or more so than the simulations. The strategy used to integrate the simulation into the curriculum and evaluate student performance may also have a significant effect on its use and learning. Here, we document the design, development, and testing of NERVE (a VPs created to develop medical students’ ability to examine, interview, and diagnose patients with cranial nerve disorders) in one definitive source and elaborate on what went on in each team members’ mind as the system evolved. Specifically, we examine the skills, knowledge, and dispositions called upon and the key lessons learned by team members during the last year of research and development. Concluding remarks related the individual accounts and discuss common findings to shed further insights on the team’s experience.
In Part I of this two-part series, we examined the design and development of NERVE: A virtual patient simulation created to give medical students standardized experiences in interviewing, examining, and diagnosing virtual patients with cranial nerve disorders. We illustrated key design features and discussed how design-based research studies improved the total learning experience, including the virtual patient (VP) simulations and the instructional features incorporated with the simulations. In Part II, we examine the efficacy of NERVE and the strategy used to integrate the system into the medical school curriculum by field-testing it with 119 s-year medical students, and measuring students’ use, reactions, learning, and transfer. We report findings and reflect on lessons learned from the field-test to posit recommendations for improvement and guide the future research and development of virtual patient simulations.
