Mandy Brailsford & Deborah Clark
Parallel session 3, CoLab 3.2
Embedding augmented reality with intermediate-fidelity simulation; Increasing realism; Transference to clinical and teaching practice; Tablet-based teaching.
To demonstrate the use of Augmented Reality within programmes giving delegates the opportunity to create an example themselves within the workshop.
To explore the underpinning pedagogy behind the use of this technology for enhancing not only engagement but realism and transference to practice.
This interactive workshop will discuss an innovative approach developed by technologists and academics at Sheffield Hallam University aimed at enhancing realism and student engagement within simulation-based activities.
The aim of simulation in replicating elements of real-world situations to develop learning through action and interaction is well documented (Gaba, 2004). However the degree to which participants immerse themselves in the simulated environment is likely to be influenced by authenticity and realism, particularly if those participants have limited prior real-world experience to draw on. Ailnier et al (2006) established the benefits of intermediate fidelity simulation within undergraduate healthcare education, however, due to the limitations of this level of simulation the educator is required to actively participate in the scenario providing the necessary interaction between the participant and the ‘patient’. This may act as a barrier when attempting to deliver a realistic clinical scenario. Alternative strategies for providing participants with key interactions whilst increasing the authenticity of simulation were therefore sought within the limited resources available.
The resulting approach taken by staff at Sheffield Hallam University was to integrate Augmented Reality (AR) with simulation in an attempt to improve authenticity and patient interaction. Computer generated imagery (CGI) and patient videos were superimposed on the simulated scenario via a tablet computer held by the participants. Multiple scenarios across a varied field of interprofessional teams were developed and utilised via a readily available augmented reality application.
By using AR within these intermediate-fidelity simulated environments, it has afforded the educator the ability to observe the students’, rather than having to participate actively within the scenario. This has enabled the educator to integrate student attitudes and behaviour towards the simulated patient within facilitated discussions, incorporating key elements such as communication and compassion.
This session will include audience participation to encourage the development and utilisation of resources as well as discussions for possible wider implementation. Augmented reality will be used by delegates to turn inanimate objects into people or pre-recorded media so that the delegates themselves can judge whether the use of this technology could enhance students learning in their contexts:
Some examples of potential possibilities are:
• Bringing any situation to life where the student can rehearse communication or behavior skills without the need for actors or an academic peer ‘role playing’ the situation
• Immersing the student in a situation where they are to respond to something they have seen